Category: Tertiary Education

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Passion for art leads 76-year-old to EIT and to publish children’s book | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

2 days ago

Maureen Box (centre) shows off her new book with Tracey Adams, EIT Reprographic Technician, (left) and Raewyn Paterson, Programme Co-ordinator for EIT’s Level 3 & 4 Certificates in Art and Design.

A lifelong passion for art led 76-year-old Maureen Box to enrol at EIT’s IDEAschool – a move that has resulted in her writing and illustrating a children’s book.

Maureen (Ngāti Māhu, Ngāti Hinepare, Ngai Tāwhao, Ngāti Kahungunu ki Ahuriri) has lived a full life – passionate about education and the arts, as a mother, and in later years a teacher. She is also an active trustee on Moteo Marae, helping with the recovery from damage by Cyclone Gabrielle last year.

Maureen grew up at Moteo, near Puketapu, attending primary school there.  She now lives in Hastings.  Her husband, Paul – a musician – has since passed on, but she is surrounded by family – six children, 15 mokopuna & seven mokomoko  (great grandchildren)

Having retired as a primary school teacher nine years ago, Maureen has always enjoyed painting, stemming back from her childhood years when her father let her paint murals on the lounge wall.

It was when her daughter Melanie, who used to work at EIT, mentioned that there was an Art programme at IDEAschool that she may be interested in, that she decided to give it a go.

That turned out to be the  Level 3 Certificate in Arts and Design, which Maureen started  the same day that Cyclone Gabrielle hit.   The Course was re-started in July on the EIT campus, and despite the disruptions, Maureen was still able to attend and complete the Course. 

She is about to start the Level 4 programme in July,

however, it is her work during Level 3 that led her to opening a new chapter in her life, writing and illustrating children’s books.

When the children’s book assignment was introduced, Maureen was able to act on an idea about publishing a book that she and her daughter had thought of previously. 

“We had to write and illustrate a kiddies book, and the illustrations had to be one of the media that we were taught for that.”

The book is a pūrākau about Moremore, the son of Pānia of the Reef, a well-known story in Hawke’s Bay.  Pānia, a maiden who lived in the sea, used to come ashore at Mataruahoe, also known as Bluff Hill. Karitoki, the handsome son of a Māori chief, met Pānia at the stream flowing from the base of the Hukarere Cliff, and fell in love with her.

A son was born to Pania and Karitoki. Because he had no hair, they called him Moremore; the hairless one.  The book tells the story of Moremore, a kaitiaki (guardian) of the area, who often disguises himself as a shark, a stingray, an octopus, or a log. 

This well-known pūrākau amongst nga hapū o Ahuriri has been passed down orally, but had not been written as a kiddies ‘ book.  

“I researched online recollections, including snippets from the WAI documents, and spoke with a member  of the Tareha family to make sure that it was the authentic version”

“The Tareha family is descended from Moremore and the whakapapa is included in the book”

Maureen has both written the story, and created beautiful illustrations using inks and dyes.  Maureen was taught the conventions of book layouts for publication.  The book, called “Moremore, he Tipua Kaitiaki”, has been published by Maureen through EIT Reprographic Services and she is looking at a second print run as a friend of hers has translated the book into te reo.

It is just the beginning for Maureen, who feels that the stories of Ahuriri and Heretaunga, should be preserved ensuring that the essence of pūrākau, lives on.

“I like to keep busy and I like learning something new. You’re never too old to stop learning, for sure.”

Raewyn Paterson, Programme Co-ordinator for EIT’s Level 3 & 4 Certificates in Art and Design, said: “Maureen was a really high achieving student, who eagerly embraced all of the media that she was introduced to which included textiles, printmaking, drawing, painting, typography, and ceramics.”

“It is so rewarding to see our graduate take the skills she was taught and further develop them into the reality of a published book. “

“We are certainly looking forward to seeing what other projects she will do when she learns more skills in the Level 4 Arts and Design.”

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Chinese experience stimulates EIT academic’s artistic research | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

16 mins ago

Anthony Chiappin, a Graphic Communications Senior Lecturer, is also the programme co-ordinator for EIT’s suite of design offerings.

The experience of teaching an EIT programme in Digital Communications to Chinese students has stimulated an IDEAschool lecturer’s artistic research.

Anthony Chiappin, a Graphic Communications Senior Lecturer, is  part of a team of three NZ Design lecturers that deliver EIT’s Bachelor of Creative Practice in China. His own qualifications are a Bachelor of Design and a Masters in Visual Art from Australia’s Monash University.

His dual focus these days is teaching EIT’s Bachelor of Creative Practice  at Zhejiang Yuexiu University (ZYU) in China, and into the domestic programmes in New Zealand. The Chinese teaching has consisted of firstly online and now over in China, face to face with the students.

It was during his visits to China that Anthony, who is originally from Australia, felt his creativity receive a new lease on life.

“I’ve had two stints in China, a total of four and a half months.”

The last one was just over two months with him returning home in late April.

Anthony, who has been at IDEAschool for 13 years and a researcher for even longer, says research is very important to him.

“I call it the sacred feather in the boa of continuation and connection with things that are important to your teaching, but also important to your career and to the work that you’re doing.”

“It’s been an amazing journey. While I was in China, I took the opportunity to do some artwork and I really ripped into it.  In the ZYU apartment I had room to work and it was the first studio that I’ve been able to work in since the cyclone.”

The work he produced there is his China “Episode” Series. He is hoping to get some funding to be able to exhibit the work in China next year.

Asked how Chinese taste in art differed from that in the West, Anthony said China has a very strong cultural base.

“Even in a contemporary sense. There’s a lot of dialogue around the state of China where it’s at currently, but there’s a lot of cultural significance within the work, whereas the Western model is quite different in that sense.”

He says his art form moves between figurative and abstract, with abstract currently taking hold.

“I call my paintings ‘Episodes’. I see them as an ongoing narrative, kind of like a comic book journey where I use superhero narratives within what I do, based on suburban mythologies.” This dialogue certainly comes to play a part within my teaching practice.”

“It was a fantastic eye-opener to be flung into the epicentre of a more provincial city like Shaoxing.”

A point of difference for this work is that he is using Chinese cardboard packing boxes with colourful motifs as the base for his paintings.

“It is quite powerful because the motifs are proudly ensconced within the work. I had worked on boxes in my master’s series years ago, but it just seemed like a natural fit to be able to grab these boxes from the supermarkets on campus, in particular, and use that as the basis to the work.”

“I used four of the paintings, where I call them ‘The Philosophers’. I was influenced by a lot of the works that I was seeing around Zhejiang province and Shanghai as well. But in particular, the beautiful ink paintings by some of the calligraphers and artists in that region from 200 years ago. It was a bit of a mishmash of all this influence being flung at me because China’s overwhelming.”

Anthony says that at present his main focus is China, be it writing, teaching or researching.

It has been a rewarding experience for him, as last year he won “The Overseas Teacher of the Year Award” along with seven other teachers in many other disciplines at the University.

Another project that he is particularly proud of is one involving his wife, Nikki Gabriel, who is a textile designer and holds a Masters of Art & Design from AUT and is a current PhD Candidate at RMIT University, Melbourne. Nikki has just had a book called Construction Knitting published by Bloomsbury Academic Press, London.

“It’s about designing, but knitwear design with geometric shapes is the premise to that. So it’s been an eight-year journey to get that to the point where it’s now published and out in the world.”

Anthony says he was responsible for the photographs and illustrations, with art direction and content by Nikki.

“That’s been a huge part of my research over many, many years. And now that it’s published, I can talk about it as a research project.”

Acting Head of EIT’s IDEAschool Sue Blackmore said: “EIT is encouraging  and supportive of the research endeavours of all EIT lecturers and Anthony’s new series of work inspired by his time in China is very exciting.“

“The team of Bachelor of Creative Practice and Bachelor of Computer Science lecturers that travel and work in Shaoxing are amazing ambassadors for EIT and NZ in China.”

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Consortia

Source: Tertiary Education Commission

Last updated 28 May 2024
Last updated 28 May 2024

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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.

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EIT celebrates World Environment Day by planting natives | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

3 seconds ago

EIT staff and students helped plant natives at the Ōtātara Outdoor Learning Centre (ŌOLC) on Wednesday to mark World Environment Day.

EIT celebrated World Environment Day by planting natives at the Ōtātara Outdoor Learning Centre (ŌOLC).

Primary Industries Programme Coordinator Lisa Turnbull says they wanted to do their part for World Environment Day.

World Environment Day, held annually on 5 June, brings together millions of people from across the globe, engaging them in the effort to protect and restore the Earth.

The event has been led by the United Nations Environment Programme (UNEP) since its inception in 1973.

This year, the overall theme focuses on land restoration, halting desertification, and building drought resilience under the slogan “Our land. Our future. We are #GenerationRestoration.”

The planting day at the Hawke’s Bay Campus was among more than 3000 events registered globally on the United Nations World Environment Day map.

“It was lovely to see staff and students working alongside each other planting for a good cause. It shows that small actions can make a big difference in caring for our planet.””

Together, the Primary Industries team, including the Horticulture and Environmental Management programmes, planted about 80 native plants.

These were sourced by Mark Caves, the ŌOLC manager and included Taupata (Coprosma repens), Koromiko (Hebe), Manuka (Leptospermum), Toetoe (Austroderia) and tī kōuka (cabbage tree).

“Apart from enhancing the look of the area the native planting we do helps improve air quality, provides shelter and food for wildlife and leads to greater biodiversity.”

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2025 Supplementary Plan Guidance now available

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.

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After 20 years in workforce, EIT student studies further to open new opportunities | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

17 seconds ago

Joe Symonds is about to complete his Graduate Diploma in Business at EIT.

Joe Symonds had been in the workforce for 20 years when he realised that to progress further in his career, he needed to change something.

In early 2023 he enrolled at the EIT School of Business.

Initially, Joe enrolled to do the Bachelor of Business, but he soon found that the experience he had gained in his recent years in various Management roles had enabled him to apply this experience through the Recognition of Prior Learning (RPL), fast-forwarding his pathway towards a Graduate Diploma in Business.

Born and bred in Hawke’s Bay, Joe attended St Johns College and was a keen sportsman.  His passion for Cricket led to him spending some time in the United Kingdom as a professional cricketer following completing NCEA level 3 at school.

Following his time abroad, Joe realised that he needed to find a profession, and began his journey in the Trades sector as an apprentice Plumber/ Drainlayer. Financial uncertainty in early 2008 resulted in Joe needing to seek new employment opportunities elsewhere as hard times slowed the housing market, putting a strain on the local economy. Joe left to seek new opportunities which he found in Australia, working in various remote mining locations in the Civil Infrastructure space as a 3 Waters technician/ construction worker.  

“Initially, when I decided to come back to New Zealand after 5 years working abroad, I was looking to continue plumbing in New Zealand until an opportunity to work at Fulton Hogan as a Three Waters Site Manager arose. I must have shown potential as that then quickly developed into the vacant Department Manager role and from then on, I have never really looked back “

He says that during this time he received further training and industry qualifications, but nothing in the academic realm. My time at Fulton Hogan was amazing, they are great at identifying and developing emerging talent.

“It was towards the end of my time at Fulton Hogan, and further highlighted during my recent employment at Stantec as a Contracts Manager which exposed me to the value of higher education”.

Following these “key development years” in the workforce, Joe made the bold decision to pause, regroup, and embark on a journey of personal and professional improvement. “I had been relatively successful in what I was achieving but always felt I was missing some form of higher qualification, so I decided to pause and seek a higher education.”

“I wanted to progress and that’s basically where it was. I physically wanted to challenge myself academically, as well as a desire to come out with a piece of paper that formally recognized my experience and ability”.

This led him to EIT in 2023, where Russell Booth, Senior Lecturer and Programme Co-ordinator – Business, soon realised that with his work experience, Joe might qualify to do the Graduate Diploma. He is now set to finish his Graduate Diploma in Business next month.

It has not been an easy journey, juggling a busy family life, with part-time work opportunities when time allows, but the content within the School of Business programme, and the personal growth he has experienced throughout the process have been both rewarding and refreshing.

Joe says that following the completion of his recent studies he is keen to continue in the Civil industry.

“I look at things slightly differently these days, experience is a great teacher. Having the practical experience to draw on is great, but I feel more confident knowing I can also draw on the theory behind certain things, and have a positive influence”.

Russell Booth says: “Joe is an excellent student – and highly competent in the classroom environment.However, with Joe’s extensive industry experience we initially conducted a Recognition of Prior Learning (RPL) exercise. This resulted in Joe gaining six courses through RPL, needing him to only complete two more courses to complete his Graduate Diploma.”

“This has not only significantly cut down the time and cost to complete the qualification but it is an excellent way of recognising the experience and knowledge someone like Joe has against a qualification framework.”

“It is a tried and tested process we think many people in Hawke’s Bay can also benefit from and we welcome applications from people who think they qualify!”

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Scholarship helps EIT Bachelor of Teaching (Primary) student fulfil promise to late mother | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

EIT Bachelor of Teaching (Primary) student Olivia Thomas has been awarded the Margaret Hetley Scholarship.

Being awarded the Margaret Hetley Scholarship has given EIT student Olivia Thomas a much-needed boost to fulfil the promise she made to her late-mother of becoming a primary school teacher.

The 24-year-old is currently in her second year of a Bachelor of Teaching (Primary) at the Hawke’s Bay Campus in Taradale. She says it is “surreal” to have been chosen for the scholarship.

The scholarship, worth $2,500 is in memory of Margaret Hetley, who gifted the land on which EIT Hawke’s Bay is located, for the purpose of tertiary education in the region. The scholarship is awarded annually by the Ōtātara Trust to assist women to undertake tertiary study.

“I feel a massive wave of gratitude,” Olivia says of the scholarship.

“I just went for the scholarship. But I thought there’s probably heaps of people that would go for it and I’ll never be able to be one of them. So, I was very surprised.”

Olivia says she would like to think her mum Jacqui, who passed away in June 2022, would have been proud of her.

“That’s the first thing that my uncle said, how excited she would be. Because she was the first person that I thought about calling when I heard that I got the scholarship. She is always the first person I want to call to tell good news to.”

Her mum, an Occupational Therapist, was a huge inspiration and motivator for her.

“One of the promises that I made to her was that I was going to get in and try studying to be a teacher. And I got into the course a couple of months after she had passed.”

“It just felt like it was meant to be and I had something positive to look forward to after losing her. It also felt like it was a sign that she wanted me to continue on with my dreams even though I was still grieving.”

“She’s my main role model. She always inspired me to be the best version of myself. She always believed that I’d be a great teacher someday and she inspired me to fulfil my dreams.”

The 24-year-old first started working with children at an after school care programme at 17.

Her first year was challenging due to Cyclone Gabrielle, but she is now enjoying being back on campus.

“The main reason I chose EIT was the placement opportunities throughout the year, compared to other universities where they do it at the end of the year. It’s great to be able to apply everything I’ve learnt in the classroom.”

Last year, she was at Irongate School in Flaxmere and this year, she is at Napier Intermediate, which happens to be the school she attended in Year 7 and 8.

“It’s fun coming back and being on the other side.”

Careers Counsellor Shelley Oliver says the Scholarship Panel were “very impressed” with Olivia’s application and references provided.

“We wish Olivia well for her Bachelor of Teaching (Primary) studies for 2024 and look forward to hearing about her progress.”

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Eligibility and enrolment – EWLN

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