Category: Tertiary Education Commission

Source: Tertiary Education Commission

TEC has formed an advisory group who can bring insights from the work they do across the careers system, which will help form a single strategy to coordinate future work. The group includes representation from industry, peak bodies and Government.
In early May, the advisory group attended a workshop to share the varying perspectives of the system’s current state. We heard a relatively cohesive view of the system’s current state, as well as several issues and opportunities to explore.
We also heard that, in general, the group is optimistic about the future of the careers system. This is partly due to seeing in the system the emergence of collaborative approaches, an increasing focus on equity, and the development of different pathways.
What’s coming next
The advisory group also started to explore what an ideal future state of the system could look like from their perspectives. This initial discussion outlined a careers system where:

People are at its centre.
There are strong connections between the different parts of the system.
The careers system is more professionalised.
Government has increased funding and resource for the system to ensure careers services are accessible to all New Zealanders.
The careers system is aligned and working as one towards a clear purpose and common interests.

A second workshop was held with the advisory group in late May to further develop this initial view of a future state.
We will continue to engage with a wide range of stakeholders as the National Careers Systems Strategy is developed, including:

Further engaging with Māori to understand Māori perspectives of the current system, aspirations for the future and the specific needs of Māori to be considered in the Strategy.
Hosting information and feedback sessions with groups of key stakeholders.
Directly engaging with specialist stakeholders to gain expert insight and perspective.
Continuing workshops with the advisory group as the Strategy development progresses.

We are aiming to finalise the Strategy in late 2022.
Sign up for email updates
Would you like to hear about National Careers System Strategy progress updates and future events?
To receive emails from us, please complete this form

Source: Tertiary Education Commission

Last updated 25 June 2024
Last updated 25 June 2024

Print

Share

After 18 months, the Cyber Security for the Tertiary Sector (CSTS) initiative closes on Thursday 27 June. CSTS made significant progress over this time and realised its goal of boosting cyber security awareness and capability in tertiary education organisations, big and small.
After 18 months, the Cyber Security for the Tertiary Sector (CSTS) initiative closes on Thursday 27 June. CSTS made significant progress over this time and realised its goal of boosting cyber security awareness and capability in tertiary education organisations, big and small.

The Tertiary Education Commission (TEC) led CSTS with support from the New Zealand Qualifications Authority and Ministry of Education.
Through CSTS:  
200 private training establishments (PTEs) and wānanga will benefit from fully funded e-learning for the next three years, helping their staff to detect and learn the signs of scams. 
50+ tertiary education organisations (TEOs) completed a fully funded cyber security assessment, resulting in the TEOs getting a clear picture of their cyber security maturity and what actions to take to become more secure.
Hundreds of TEOs attended cyber security webinars, learning about everything from what makes a good or bad password to what data to protect.
TEOs have access to clear guidance on what to do to increase their cyber security with cyber security controls. These are actions (related to people, process and technology) that can dramatically boost security posture with a small amount of effort.
Phishing response guidance is available to guide PTEs through what they need to do before, during and after a phishing scam, with a particular focus on preparedness. 
TEOs can access a standardised model for SOC/SIEM (Security Operations Centre/Security Information and Event Management) implementation.  
Free educational resources, including a newsletter, continued to grow in popularity month on month. 
TEOs responded enthusiastically to CSTS opportunities and, when surveyed recently, gave positive feedback about the initiative. About 80 percent said CSTS is useful to build their organisation’s understanding of cyber security risks, and 74 percent said they’re now taking steps to improve their cyber security protection because of the tools and education provided by CSTS.
The valuable suite of educational resources remains available for TEOs to refer back to and share with new staff as they continue their journey of building security across their organisations.
Improving cyber security in the tertiary sector

Source: Tertiary Education Commission

Last updated 19 June 2024
Last updated 19 June 2024

Print

Share

Cyber security breaches can cause major upheavals and the consequences are serious.
Cyber security breaches can cause major upheavals and the consequences are serious.

The tertiary education sector is an attractive target for cyber attacks because education agencies and providers hold a lot of personal and other information.
Cyber Security for the Tertiary Sector was an initiative that aimed to raise awareness of the critical importance of cyber security and provide clear guidance and support for everyone in the sector.
While CSTS has now closed, the many valuable resources and education provided by the initiative are still available.
Cyber security webinars
Cyber security controls
Phishing response guidance
Other useful information
Print posters for your work
Download and print the Be prepared!/Kia takatū! poster (te reo Māori and English), and put copies in prominent places around your work and learning spaces. It has four simple steps you can take today that will give your cyber security a lift.
Be prepared! cyber security poster (PDF 337 KB)
Kia takatū! poster (PDF 215 KB)
TEC’s Cyber Security for the Tertiary Sector project works alongside a number of agencies and organisations who keep Aotearoa New Zealand as safe as possible from cyber attacks. Here are some of them:
Contact details
If you’d like to find out more, contact us by email.

Source: Tertiary Education Commission

Last updated 28 May 2024
Last updated 28 May 2024

Print

Share

This page provides information about the Māori and Pasifika Trades Training (MPTT) consortium approach, and resources for consortium partner organisations. 
This page provides information about the Māori and Pasifika Trades Training (MPTT) consortium approach, and resources for consortium partner organisations. 

It also provides a map of the current consortia being funded and provides videos to highlight successes and lessons learned from the earlier Pasifika Trades Training and He Toki ki te Rika initiatives.
It also provides a map of the current consortia being funded and videos to highlight successes and lessons learned from the earlier Pasifika Trades Training and He Toki ki te Rika initiatives.
The consortium approach
MPTT funding for consortium activities is to increase access to vocational training for Māori and Pasifika learners, and improve pre-employment trades training (including robust work preparation) to align this training more closely to the needs of employers and Māori and Pasifika communities.
The consortium approach builds on the experience of the Pasifika Trades Training and He Toki ki te Rika initiatives. These were initiated by Te Puni Kōkiri and the Ministry of Business, Innovation and Employment (MBIE), community leaders, industry, and tertiary education organisations (TEOs) coming together to:
support Māori and Pasifika young people to complete foundation education and move into employment and further training, and
contribute to national projects such as the Canterbury rebuild.
We expect consortium partner organisations to, collectively and individually, support each learner to recognise and develop the skills and competencies they need to manage their career in a trade.
The consortium approach is now well established and operating in nearly all regions with a significant Māori and Pasifika population. 
Information on each consortium is available to view on the MPTT Regional Distribution map.
MPTT Regional Distributon, A3 map 2023
Resources
To help develop consortia, the TEC and MBIE created the videos below to highlight successes and lessons learned through the Pasifika Trades Training and He Toki ki te Rika initiatives:
Student to student (YouTube video, 2:59 mins) – Students and apprentices talk about what the Māori and Pasifika Trades Training programmes can offer.
Building a strong and capable workforce (YouTube video, 4:50 mins) – Employers talk about the great employees they hired who had participated in the Pasifika Trades Training and He Toki ki te Rika initiatives.
Strengthening communities (YouTube video, 5:44 mins) – Community leaders, business owners and current learners involved with Pasifika Trades Training and He Toki ki te Rika explain how communities are crucial to the success of learners involved with these initiatives, and how businesses and communities can benefit from students’ success.
Valuing education (YouTube video, 5:13 mins) – Education providers, tutors and learners talk about the benefits of the Pasifika Trades Training and He Toki ki te Rika initiatives, and how the initiatives led to increased learner achievement and employment opportunities.
Jobs database – the Careers New Zealand database providing information for students to explore and discover career possibilities and find out about the job market.

Source: Tertiary Education Commission

Supplementary Plan Guidance gives TEOs additional information about our approach to investment in 2025, following the publication of Plan Guidance (PDF 5.3 MB). Supplementary Plan Guidance contains Budget 2024 decisions and confirms what TEOs need to include in their Investment Plans.
The Government is still considering funding and policy changes to vocational education. These decisions are yet to be made, but we will release updated information once it’s available.
In the current fiscally constrained environment, we need to make investment decisions that have the greatest impact on the network of provision and that align with our investment priorities (see Plan Guidance, pp. 49–69). We expect levels of achievement for all learners to improve and will carefully consider areas of poorest performing provision when making funding decisions.
When developing an Investment Plan, TEOs should read Supplementary Plan Guidance alongside Plan Guidance. Both published documents are available at Guidance to develop your Investment Plan. For new, detailed guidance when developing a Learner Success Plan or Learner Success significant update see Guidance for TEOs submitting a Learner Success Plan (PDF 383 KB).
For a general overview of TEC’s Investment Round, see:
If you have any questions about investment guidance, please contact your Relationship Manager or call our Customer Contact Group on 0800 601 301.

Source: Tertiary Education Commission

Eligibility
For details of tertiary education organisation (TEO) eligibility and programme eligibility please see the funding conditions for the relevant year.
Funding conditions by year
For information about TEO-led Workplace Literacy and Numeracy (TEO-led WLN) funding, see the TEO-led WLN Fund Finder.
TEO-led WLN Fund
Programme eligibility
For programme eligibility requirements, please see the funding conditions from the relevant year.
Funding conditions by year
There are a range of programmes we do not fund under EWLN funding, these include:
leadership programmes,
team engagement/collaboration programmes,
time management programmes, and
industry specific skills,
staff professional development for the purposes of delivering an EWLN programme.
Intensity of delivery
The intensity of literacy, numeracy, or literacy and numeracy, tuition received by each learner enrolled in a WLN programme must be 40 hours over any 10 to 40 week period (or portion of the period). Alongside that programme duration the delivery model is as agreed among the employer, employee and the TEO delivering the programme.
The reason for this approach (rather than a range of hours per week) is to provide flexibility to ensure the delivery model meets both employer and employee needs. Delivery could, for example, be weekly, or it could be in blocks with breaks of several weeks between.
Example:
Calculating time period for delivery for a 25-hour WLN programme:
25 hours/40 hours = 0.625 (proportion)
0.625 x 10 weeks = 6.25 weeks (shortest 25-hour programme duration)
0.625 x 40 weeks = 25 weeks (longest 25-hour programme duration)
The 25-hour programme must be delivered over at least 6.25 weeks (rounded up to the nearest whole day) and over no more than 25 weeks.
Learner eligibility
For the specific learner eligibility criteria please see the funding conditions for the relevant year.
Funding conditions by year
For information on valid domestic enrolments, please check here: 
Other valid domestic enrolments
EWLN is intended for individuals in the paid workforce. This includes employees as well as contractors and temporary staff working for the employer.
Employees who participate in the programme must have low literacy and/or numeracy skills. This may manifest as difficulties in:
understanding written and/or verbal instructions,
completing forms (such as health and safety forms),
reporting verbally and/or in writing,
understanding and/or completing basic calculations, and
expressing literacy and numeracy through digital devices necessary for work.
These difficulties may be exacerbated by having English as a second language.
Changes to learner eligibility from 1 January 2024
For learners to be considered to have low skills in literacy, numeracy, or literacy and numeracy for the purposes of the Fund they must:
present at Step 3 or lower on the Learning Progressions for reading, and/or step 4 or lower on the Learning Progressions for numeracy when assessed using the Literacy and Numeracy for Adults Assessment Tool (LNAAT); and
either:
have fewer than 121 credits on the NZQCF (or equivalent); or
have more than 120 credits on the NZQCF (or equivalent), and have fewer than 31 credits in literacy and/or numeracy in unit standards and/or achievement standards (or equivalent); and

not have an undergraduate, postgraduate, or Level 5 or above Qualification gained in New Zealand or that is listed on the NZQCF.
Learner eligibility requirements for literacy and numeracy provision were updated for 2024 onwards.
TEOs can only enrol learners with Level 5 or above qualifications in literacy and numeracy funds in exceptional circumstances, with prior written approval from us.
Exemptions for learners with exceptional circumstances, who have a qualification at Level 5 or above
Following Ministerial approval of the 2024 funding mechanism, the funding conditions were updated to include a condition that excludes learners who have previously gained a qualification at Level 5 or above on the New Zealand Qualification and Credentials Framework (NZQCF) (including undergraduate and post-graduate degrees).
We understand that some learners who have higher level qualifications may have additional literacy and numeracy needs due to their exceptional personal circumstances.
Exceptional circumstances exist where a learner:
has completed a Level 5 or above qualification; and
has personal learning needs that meet the policy intent of the fund; and
has circumstances that are out of the ordinary for most learners in New Zealand, and the circumstances are:
significant in the context of the learner; and/or
comparatively rare.

These exceptional circumstances may include but are not limited to situations where:
The learner is neurodivergent and needs additional support to improve their literacy and/or numeracy skills, for example:
their Level 5 or above qualification was achieved with support from learning and/or computer tools that are not readily available to the learner in the workplace, and/or
their qualification did not focus on literacy and/or numeracy.

The learner has a disability or suffered a serious medical event and needs additional support (such as a learner suffering a stroke and a course under these funds may be the most appropriate for the learner’s circumstances).
The learner received a qualification from a provider where it was evidenced that there were particular compliance concerns relating to that qualification. These concerns have been confirmed by Monitoring and Crown Ownership.
We may consider circumstances where the learner gained their qualification overseas in a language other than English, and has low literacy skills. However, in this scenario an English Language Teaching – Intensive Literacy and Numeracy (ELT) Fund (formerly known as Specialised English for Speakers of Other Languages (ESOL)) funded programme may be more appropriate.
To request an exemption application form, please obtain the permission of the learner, then contact us at customerservice@tec.govt.nz with subject: (EDUMIS number) L5 exemptions request.
In your email, please briefly outline:
the learner’s exceptional circumstances,
the learner’s Level 5 or above qualification
the fund you are applying for the exemption under
confirmation that the learner meets all other eligibility criteria in the funding conditions.
If you are invited to apply, we will send you the application form. The application must be submitted by a senior member of staff, such as a Head of/Manager of Admissions (or equivalent) or above.
Please ensure the learner meets all other learner eligibility criteria in the Funding Conditions before applying.
Funding conditions by year
If you have any questions about this process, please contact us at customerservice@tec.govt.nz or 0800 601 301.
Qualifications required of educators who teach EWLN
We require educators who teach EWLN to have appropriate qualifications. For further information on appropriate qualifications for tutors, including for EWLN programmes that have English Language Teaching (ELT) (formerly known as Specialised English Speakers of Other Languages (ESOL)) components see the information on the qualifications required of educators who teach foundation-level literacy and numeracy.
Qualifications required of educators who teach foundation-level literacy and numeracy
Literacy and Numeracy for Adults Assessment Tool (LNAAT)
The LNAAT is an online adaptive tool that provides robust and reliable information on the reading, writing and numeracy skills of adults.
Following Ministerial approval of the 2024 funding mechanism, the funding conditions were updated to require using the LNAAT to determine learner eligibility for the EWLN fund.
Learners must present at Step 3 or lower on the Learning Progressions for reading, and/or step 4 or lower on the Learning Progressions for numeracy when assessed using the LNAAT.
For more information about using the LNAAT see the 2024 LNAAT Guidelines.
2024 LNAAT Guidelines
Enrolment – EWLN
A learner may be enrolled and/or re-enrolled in an EWLN-funded programme as long as they continue to meet the learner eligibility condition criteria set out in the funding conditions for the relevant year.
Funding conditions by year

Source: Tertiary Education Commission

Eligibility
For details of tertiary education organisation (TEO) eligibility, programme eligibility, and learner eligibility please see the funding conditions for the relevant year.
Funding conditions by year
For information about TEO-led Workplace Literacy and Numeracy (TEO-led WLN) funding, see TEO-led WLN Fund Finder.
TEO-led WLN Fund
For information about Employer-led Workplace Literacy and Numeracy (EWLN) funding, please see EWLN.
EWLN Fund
Learner eligibility
Changes to learner eligibility from 1 January 2024
For learners to be considered to have low skills in literacy, numeracy, or literacy and numeracy for the purposes of the Fund they must:
present at Step 2 or lower on the Learning Progressions for reading and/or numeracy when assessed using the Literacy and Numeracy for Adults Assessment Tool (LNAAT); and
either:
have fewer than 121 credits on the NZQCF (or equivalent); or
have more than 120 credits on the NZQCF (or equivalent), and have fewer than 31 credits in literacy and/or numeracy in unit standards and/or achievement standards (or equivalent); and

not have an undergraduate, postgraduate, or Level 5 or above Qualification gained in New Zealand or that is listed on the NZQCF.
Learner eligibility requirements for literacy and numeracy provision were updated for 2024 onwards.
TEOs can only enrol learners with Level 5 or above qualifications in literacy and numeracy funds in exceptional circumstances, with prior written approval from us.
Exemptions for learners with exceptional circumstances, who have a qualification at Level 5 or above
Following Ministerial approval of the 2024 funding mechanism, the funding conditions were updated to include a condition that excludes learners who have previously gained a qualification at Level 5 or above on the New Zealand Qualification and Credentials Framework (NZQCF) (including undergraduate and post-graduate degrees).
We understand that some learners who have higher level qualifications may have additional literacy and/or numeracy needs due to their exceptional personal circumstances.
Exceptional circumstances exist where a learner:
has completed a Level 5 or above qualification; and
has personal learning needs that meet the policy intent of the fund; and
has circumstances that are out of the ordinary for most learners in New Zealand, and the circumstances are:
significant in the context of the learner; and/or
comparatively rare.

These exceptional circumstances may include but are not limited to situations where:
The learner is neurodivergent and needs additional support to improve their literacy and/or numeracy skills, for example:
their Level 5 or above qualification was achieved with support from learning and/or computer tools that are not readily available to the learner in the workplace, and/or
their qualification did not focus on literacy and/or numeracy.

The learner has a disability or suffered a serious medical event and needs additional support (such as a learner suffering a stroke and a course under these funds may be the most appropriate for the learner’s circumstances).
The learner received a qualification from a provider where it was evidenced that there were particular compliance concerns relating to that qualification. These concerns have been confirmed by Monitoring and Crown Ownership.
We may consider circumstances where the learner gained their qualification overseas in a language other than English, and has low literacy skills. However, in this scenario an English Language Teaching – Intensive Literacy and Numeracy (ELT) Fund (formerly known as Specialised English for Speakers of Other Languages (ESOL)) funded programme may be more appropriate.
To request an exemption application form, please obtain the permission of the learner, then contact us at customerservice@tec.govt.nz with subject: (EDUMIS number) L5 exemptions request.
In your email, please briefly outline:
the learner’s exceptional circumstances,
the learner’s Level 5 or above qualification
the fund you are applying for the exemption under
confirmation that the learner meets all other eligibility criteria in the funding conditions.
If you are invited to apply, we will send you the application form. The application must be submitted by a senior member of staff, such as a Head of/Manager of Admissions (or equivalent) or above.
Please ensure the learner meets all other learner eligibility criteria in the Funding Conditions before applying.
Funding conditions by year
If you have any questions about this process, please contact us at customerservice@tec.govt.nz or 0800 601 301.
Literacy and Numeracy for Adults Assessment Tool (LNAAT)
The LNAAT is an online adaptive tool that provides robust and reliable information on the reading, writing and numeracy skills of adults.
Following Ministerial approval of the 2024 funding mechanism, the funding conditions were updated to require using the LNAAT to determine learner eligibility for the ILN fund.
Learners must present at Step 2 or lower on the Learning Progressions for reading and/or numeracy on the Learning Progressions when assessed using the LNAAT.
For more information about using the LNAAT see the 2024 LNAAT Guidelines.
2024 LNAAT Guidelines
DQ/Youth Guarantee programmes
ILN-funded eligible learners are unlikely to be considered to have the necessary literacy and numeracy skills to be successful in a Delivery at Levels 1 and 2 on the New Zealand Qualifications and Credentials Framework (DQ1-2) or Youth Guarantee (YG) funded programme (including any programmes above Level 2).
These learners should not be enrolled in a DQ1-2 or YG programme until their literacy and numeracy skills have advanced enough for them to be successful (for example, they now present at Step 3 or higher on the Learning Progressions for reading and/or numeracy on the Literacy and Numeracy for Adults Assessment Tool (LNAAT)). This can be achieved through first enrolling them in an ILN programme with intensive provision of literacy and/or numeracy skill development opportunities. ILN-funded programmes have a higher funding rate to accommodate learners with higher needs.
Note: A learner who is enrolled in an ILN-funded programme must not be enrolled in a DQ1-2 or YG programme at the same time.
Enrolment
A learner may be enrolled and/or re-enrolled in an ILN-funded programme as long as they continue to meet the learner eligibility condition criteria set out in the funding conditions for the relevant year.
Funding conditions by year
Combining learner enrolments at the same TEO
Where there is a gap of less than 90 days between a learner’s enrolments, we count these as one enrolment (minus the length of the gap).

Source: Tertiary Education Commission

Eligibility
For details of tertiary education organisation (TEO) eligibility, programme eligibility, and learner eligibility please see the funding conditions for the relevant year.
Funding conditions by year
For information about Employer-led Workplace Literacy and Numeracy (EWLN) funding, see the Employer-led Workplace Literacy and Numeracy Fund Finder.
Employer-led Workplace Literacy and Numeracy Fund
Learner eligibility
For the specific learner eligibility criteria please see the funding conditions for the relevant year.
Funding conditions by year
For information on other valid domestic enrolments, please see the Other valid domestic enrolments webpage.
Other valid domestic enrolments
TEO-led WLN is intended for individuals in the paid workforce. This includes employees as well as contractors and temporary staff working for the employer.
Employees who participate in the programme must have low literacy and/or numeracy skills. This may manifest as difficulties in:
understanding written and/or verbal instructions,
completing forms (such as health and safety forms),
reporting verbally and/or in writing,
understanding and/or completing basic calculations, and
expressing literacy and numeracy through digital devices necessary for work.
These difficulties may be exacerbated by having English as a second language.
Changes to learner eligibility from 1 January 2024
For learners to be considered to have low skills in literacy, numeracy, or literacy and numeracy for the purposes of the Fund they must:
present at Step 3 or lower on the Learning Progressions for reading, and/or step 4 or lower on the Learning Progressions for numeracy when assessed using the Literacy and Numeracy for Adults Assessment Tool (LNAAT); and
either:
have fewer than 121 credits on the NZQCF (or equivalent); or
have more than 120 credits on the NZQCF (or equivalent), and have fewer than 31 credits in literacy and/or numeracy in unit standards and/or achievement standards (or equivalent); and

not have an undergraduate, postgraduate, or Level 5 or above Qualification gained in New Zealand or that is listed on the NZQCF.
Learner eligibility requirements for literacy and numeracy provision were updated for 2024 onwards.
TEOs can only enrol learners with Level 5 or above qualifications in literacy and numeracy funds in exceptional circumstances, with prior written approval from us.
Exemptions for learners with exceptional circumstances, who have a qualification at Level 5 or above
Following Ministerial approval of the 2024 funding mechanism, the funding conditions were updated to include a condition that excludes learners who have previously gained a qualification at Level 5 or above on the New Zealand Qualification and Credentials Framework (NZQCF) (including undergraduate and post-graduate degrees).
We understand that some learners who have higher level qualifications may have additional literacy and/or numeracy needs due to their exceptional personal circumstances.
Exceptional circumstances exist where a learner:
has completed a Level 5 or above qualification; and
has personal learning needs that meet the policy intent of the fund; and
has circumstances that are out of the ordinary for most learners in New Zealand, and the circumstances are:
significant in the context of the learner; and/or
comparatively rare.

These exceptional circumstances may include but are not limited to situations where:
The learner is neurodivergent and needs additional support to improve their literacy and/or numeracy skills, for example:
their Level 5 or above qualification was achieved with support from learning and/or computer tools that are not readily available to the learner in the workplace, and/or
their qualification did not focus on literacy and/or numeracy.

The learner has a disability or suffered a serious medical event and needs additional support (such as a learner suffering a stroke and a course under these funds may be the most appropriate for the learner’s circumstances).
The learner received a qualification from a provider where it was evidenced that there were particular compliance concerns relating to that qualification. These concerns have been confirmed by Monitoring and Crown Ownership.
We may consider circumstances where the learner gained their qualification overseas in a language other than English, and has low literacy skills. However, in this scenario an English Language Teaching – Intensive Literacy and Numeracy (ELT) Fund (formerly known as Specialised English for Speakers of Other Languages (ESOL)) funded programme may be more appropriate.
To request an exemption application form, please obtain the permission of the learner, then contact us at customerservice@tec.govt.nz  with subject: (EDUMIS number) L5 exemptions request.
In your email, please briefly outline:
the learner’s exceptional circumstances,
the learner’s Level 5 or above qualification
the fund you are applying for the exemption under
confirmation that the learner meets all other eligibility criteria in the funding conditions.
If you are invited to apply, we will send you the application form. The application must be submitted by a senior member of staff, such as a Head of/Manager of Admissions (or equivalent) or above.
Please ensure the learner meets all other learner eligibility criteria in the Funding Conditions before applying.
Funding conditions by year
If you have any questions about this process, please contact us at CustomerService@tec.govt.nz or 0800 601 301.
Literacy and Numeracy for Adults Assessment Tool (LNAAT)
The LNAAT is an online adaptive tool that provides robust and reliable information on the reading, writing and numeracy skills of adults.
Following Ministerial approval of the 2024 funding mechanism, the funding conditions were updated to require using the LNAAT to determine learner eligibility for the TEO-led WLN fund fund.
Learners must present at Step 3 or lower on the Learning Progressions for reading, and/or step 4 or lower on the Learning Progressions for numeracy when assessed using the LNAAT.
We also recommend you use the LNAAT at the beginning of the programme to identify employees’ literacy and numeracy skill levels.
For more information about using the LNAAT see the 2024 LNAAT Guidelines.
2024 LNAAT Guidelines
Programme eligibility
Intensity of delivery
The intensity of literacy, numeracy, or literacy and numeracy, tuition received by each learner enrolled in a TEO-led WLN programme with a TEO must be 40 hours over any 10 to 40 week period (or portion of the period). Alongside that programme duration the delivery model is as agreed among the employer, employee and the TEO delivering the programme.
The reason for this approach (rather than a range of hours per week) is to provide flexibility for TEOs to ensure the delivery model meets both employer and employee needs. Delivery could, for example, be weekly, or it could be in blocks with breaks of several weeks between.
Example:
Calculating time period for delivery for a 25-hour TEO-led WLN programme:
25 hours/40 hours = 0.625 (proportion)
0.625 x 10 weeks = 6.25 weeks (shortest 25-hour programme duration)
0.625 x 40 weeks = 25 weeks (longest 25-hour programme duration)
The 25-hour programme must be delivered over at least 6.25 weeks (rounded up to the nearest whole day) and over no more than 25 weeks.

Source: Tertiary Education Commission

We fund the English Language Teaching – Intensive Literacy and Numeracy Fund (ELT) (previously known as Specialised English for Speakers of Other Languages (ESOL)) provision to increase opportunities for adult speakers of other languages, particularly migrants and refugees for whom English is a second language, to engage in literacy and numeracy learning.
We determine and allocate ELT Fund funding through the Investment Plan process.
Resources
Key resources for ELT funded programmes include: 

Source: Tertiary Education Commission

Last updated 31 May 2024
Last updated 31 May 2024

Print

Share

This page provides information about tertiary education organisations’ (TEOs’) reporting on English Language Teaching – Intensive Literacy and Numeracy (ELT) delivery, and how we monitor their performance.
This page provides information about tertiary education organisations’ (TEOs’) reporting on English Language Teaching – Intensive Literacy and Numeracy (ELT) delivery, and how we monitor their performance.

TEOs with an indicative allocation of ELT funding submit a completed mix of provision (MoP) template to us via Workspace 2. We approve the MoP through the Investment Plan (Plan) approval process.
We monitor TEOs’ reported delivery against these commitments and other requirements and expectations that we set TEOs.
Reporting
Templates for the two progress reports and one final report are available for TEOs to complete and submit by the due dates on Workspace 2.
The reports relate to the specific delivery commitments outlined in the Plan. They cover the funded calendar year; they are cumulative and build on the information supplied in the previous reporting period for the funding year. After you submit a progress report, we will release it back to you for further data entry (i.e., the cumulative information).
Monitoring
We monitor TEO performance and practices to understand their performance in the sector, and to inform our decisions about future funding they may receive.
We monitor a TEO’s:
achievement of MoP delivery commitments
compliance with ELT funding conditions for the relevant year
compliance with legislative requirements
hours and intensity of delivery, and
achievement of other expectations that we communicate to TEOs.