Category: Tertiary Education

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New funding boost for significant EIT | Te Pūkenga study into vaping among school students | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

2 days ago

Members of a EIT | Te Pūkenga research project addressing the epidemic of youth vaping among intermediate and high school students are Assoc. Prof. Rachel Forrest, Jocelyn Lañas-Pangan, Melody Khan, Assoc. Prof. Anita Jagroop-Dearing, Dr Helen Ryan-Stewart, Dr Sue Scott-Chapman.

A local EIT | Te Pūkenga research project addressing the epidemic of youth vaping among intermediate and high school students (ākonga) in Hawke’s Bay has received a funding boost from the Health Research Council (HRC) of New Zealand.

The research is being conducted by a team lead by Associate Professor Anita Jagroop-Dearing from EIT | Te Pūkenga. This study will build on another project recently funded by the Health Research Foundation, Hawke’s Bay and led by EIT | Te Pūkenga. This programme of research will capture the stories, experiences and health awareness of e-cigarette vaping by our youth.

“There are limited studies in Aotearoa that formally explore an in-depth analysis on these topics,” says Assoc Prof Jagroop-Dearing.

The Health Research Council study is entitled Scoping Solutions to Address the Epidemic of Youth Vaping in Aotearoa.

“The funding will be used to carry out a synthesis of both quantitative and qualitative studies about vaping programmes. We consider national and international research to scope culturally and age appropriate, youth vaping-cessation programmes for Aotearoa. The team intends to identify any currently used anti-vaping educational tools with a view of co-designing a pro-equity anti-vaping programme for use in intermediate and high schools in Aotearoa NZ.”

The new funding from the Health Research Council, has enabled research assistants Jocelyn Lañas-Pangan and Melody Khan to join the team.

“This will also allow us to do more interviews with students and student-facing staff. We can therefore consider various student ethnicities, age and school decile, so that we can understand any unique factors that underpin these students decision-making as it pertains to vaping”.

The research sets out to understand reasons for vaping and barriers or enablers for quitting vaping.

 “We also want to determine what knowledge students have about the health-harms and wellbeing impacts of vaping. If there is a broader understanding about student vaping, we can tailor a more effective solution to support vape users to quit, discourage new users and to develop more holistic intervention strategies around vaping,” says Assoc Prof Jagroop-Dearing.

Assoc Prof Anita Jagroop-Dearing is a member of the Stop Adolescent Vaping E-Cigarettes (S.A.V.E.) group, which was formed in March 2020 as a multidisciplinary collective of Hawke’s Bay Professionals, which feeds into a wider national group.

She says the group is “alarmed by the high levels of youth vaping”.

“The problem seems to be out of control with increased school absenteeism, inability to concentrate on school lessons due to nicotine addiction, respiratory and mental health problems. We are concerned about the creation of this new generation of nicotine-dependent youth who also seem to be graduating to cigarette-smoking.”

Assoc Prof Jagroop-Dearing says there has been an enthusiastic response from schools to support this research. She says more could be done with Government policy to target the marketing and sale of vaping products containing nicotine.

Interviews are set to begin soon, with the literature review expected to start next year.

“Work is needed urgently. Unofficially, we hear about issues related to vaping by speaking with students, school staff and parents. Just being out in public, you can see there is an urgent need for some kind of solution, but as a scientist, I need to go through the research process. I don’t have that magic bullet.”

“What I hear is that the schools are at a loss, the parents are at a loss, and the students themselves don’t know where to turn to for help as they become addicted to nicotine. They just don’t know how to stop even when they want to stop!,” she says.

The EIT | Te Pūkenga researchers Associate Professor Rachel Forrest, Dr Sue Scott-Chapman, Dr Helen Ryan-Stewart, Jocelyn Lañas-Pangan and Melody Khan are working with Associate Professor Anita Jagroop-Dearing on these projects.

“We need to do everything we can to protect our young people from the harms of vaping,” said Assoc Prof Jagroop-Dearing. “This research is a critical step in that effort.”

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How Teacher Upskilled for a Nautical Adventure

Source: Toi Ohomai Institute of Technology

Rotorua teacher Rebekah Wilson is on the nautical adventure of a lifetime, and credits Toi Ohomai for enabling her to upskill before she embarked on this journey.

Along with 640 other volunteer crew members, Rebekah joined the inaugural field service in Africa on the hospital ship Global Mercy®; the newest vessel operated by international, faith-based charity Mercy Ships.

As Technology and Library teacher in the hospital ship’s on-board school, Rebekah’s days are never the same. Her students are the international crew’s children, including two New Zealand families. She teaches classes from preschool to high school graduation, with 48 students in the school.

Before volunteering for a role on Global Mercy, Rebekah was working as a teacher but was also looking for a way to serve a larger purpose with her skills. 

“I also wanted a new challenge and to live in a Christian community.”

Specifically for her role on Global Mercy, Rebekah undertook additional IT studies at Toi Ohomai | Te Pūkenga, adding a Certificate in Information Technology to her teaching credentials. 

“My role on board is running the library and teaching technology and computer skill from primary all the way through to secondary students and I wanted to upskill for those older students. I think the course was very appropriate and useful for that and gave me a wide understanding of the basics of the IT world.”

After joining the teaching staff on the 36,000 gross-tonne ship in the Canary Islands, Rebekah spent the first five months of the year in Senegal, West Africa. The Global Mercy was put through its paces providing free essential surgeries that are normally inaccessible in sub-Saharan Africa. These specialties include paediatric orthopaedics, burns reconstruction, cleft lip and palate surgery, and eye care. Alongside those direct medical services, the Mercy Ships crew strengthen local health care capacity through education, training and advocacy. 

All of this happens in a ‘normal day’ on location in sub-Saharan Africa as the crew children attend school on board, and their parents fulfil their ship roles.    

Rebekah is particularly passionate about making computer technology fun and ensuring that the children don’t miss out on any aspects of their education despite their remote location. 

“I created a few displays for the library starting with Jabulani Day – our dress-up day each semester. Previously the theme was Colours. That day we wore our favourite colour and arranged ourselves in Rainbow order. We also celebrated 100 days of school, something I’d never done with my students back home. In the Primary School, we read 100 books that week! Another week was a triple whammy with Book Week falling on the same week as Anzac Day, Sierra Leone and Togo Independence Day, and Character Dress Up Day!”

While a favourite with the crew children is Lego Coding, Rebekah’s other lessons have included making a B-roll style cooking show competition, using Excel spreadsheets to collate and sort information about places to visit in the students’ home countries, and coding Scratch Animation conversations with block coding.

She added life skills to her students by sharing internet safety tips with younger classes, creating photo stories to help them understand and value different crew roles on board, and designing infographics for the hospital ship community. 

Operating on a Northern Hemisphere schedule, classes have recently begun for the new school year, and the Global Mercy is underway to Sierra Leone – the location of next 10-month field service. 

This West African nation of 8 million people has just 5 general surgeons, and Sierra Leonians have one of the lowest standards of living on earth. The population’s health care needs are dire. 
Rebekah is confident in the part she plays on the hospital ship teaching the crew children. It means their parents can volunteer long-term, providing the professional skills required to deliver medical services. Just a few decks below the school patients, without any other access to the medical help they need, are having their lives transformed. 

“The kids here don’t always have the typical experiences of school back home. But I would say they get different and very rich experiences on board, what a community to grow up in.”

Mercy Ships has a wide variety of volunteer opportunities on board the Global Mercy and her sister ship, Africa Mercy®. From surgeons and nurses, schoolteachers and chefs, to IT professionals and tradies, each crew member contributes to bringing surgical care within reach in the nations they serve.
 

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EIT | Te Pūkenga horticulture students help restore infrastructure at cyclone hit orchard | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

12 mins ago

Damon Kingi (left) and Jahrome Bryan, currently studying the NZ Certificate in Primary Industry Operation Skills (Level 3) at EIT | Te Pūkenga, helped restore infrastructure at an orchard devastated by Cyclone Gabrielle.

Horticulture ākonga (students) at EIT | Te Pūkenga have had hands on industry experience by helping restore an orchard devastated by Cyclone Gabrielle.

Three groups of ākonga studying the EIT | Te Pūkenga Horticulture Apprenticeship Programme [Level 3 – 4] completed a three-day Fruit Supports Structure course as part of the NZ Certificate in Primary Industry Operational Skills [Level 3] on the orchard of Global Harvest, owned by Brydon Nisbet and his family.

Brydon is a former tutor at EIT | Te Pūkenga, and is currently the Hawke’s Bay Fruitgrowers’ Association President, and Director on the Board of Horticulture New Zealand.

He lost his home, and his orchard on Moteo Pa Rd was caked in heavy silt and littered with debris as a result of Cyclone Gabrielle. They removed more than 30,000 cubic metres of silt from the 5 hectare block.

“Warren Hales rung up and offered some help, so that was really good. I had 120 end assemblies that needed to be replaced on the orchard that broke because of the cyclone, and a lot of the damage was due to the machinery getting in there to get rid of the silt.”

The most recent group worked on the orchard earlier this month.

“They would’ve probably done possibly 50 or 60 replacement end assemblies and also wired them up. It’s a huge help towards the reinstatement of the structure”.

Brydon says he is “hugely appreciative of EIT | Te Pūkenga”.

A group of ākonga studying the EIT | Te Pūkenga Horticulture Apprenticeship Programme [Level 3 – 4] completed a three-day Fruit Supports Structure course as part of the NZ Certificate in Primary Industry Operational Skills [Level 3] on an orchard devastated by Cyclone Gabrielle.

“They were there helping out, but also it was a time for them to learn how to put end assemblies in properly, and also wire the end assemblies, which were a little bit tricky as well. But also, just for me, it was also just helping me out at a time of need as well. So, hugely appreciative of EIT | Te Pūkenga.”

Clare Buckner, EIT | Te Pūkenga Programme Coordinator and Horticulture Lecturer, says a part of the programme is to apply the skills and theory they have learnt out in the field.

“This is just an example of how we build real skills with experienced tutors that are experts in their chosen field and give students the experience of knowing how to do something well.”

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Following in the footsteps of her mother is special for EIT | Te Pūkenga student | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

4 mins ago

Piper Berryman (right) is following in the footsteps of her mother Anna (left) by doing Bachelor of Teaching Primary at EIT | Te Pūkenga.

EIT | Te Pūkenga Bachelor of Teaching Primary ākonga Piper Berryman always wanted to be a teacher, but it’s made more special because she is following the footsteps of her mother who was an original student in the programme at EIT.

Piper Berryman, 20, who went to Taradale High School, says she is proud to be following in her mother Anna Berryman’s footsteps in doing the degree.

“My mum was a part of the first group that went through the degree in 2013, and she actually ended up being a face for the EIT teaching degree, which included being interviewed and being on posters around EIT. Her whānau, friends and colleagues joked that she was the poster girl,” Piper proudly says.

“I think it is special that I am the second generation to go through this degree, having the same passions as mum and accomplishing the same goals in earning a Bachelor in Primary Teaching through EIT.”

Her mother Anna is a teacher at Peterhead – Te Whai Hiringa in Flaxmere, which is a partnership school with EIT | Te Pūkenga. Anna says “it is special to have another teacher in the family to share the same passion as me”.

“When I first started my degree Piper was in her first year of Intermediate. Throughout the three years of my journey Piper got to know the people I studied with. The cool thing is she has been in their classrooms now while she has been on her journey and next year maybe become one of their colleagues.”

“Every parents dream is for their children to be happy with whatever they choose in life. My husband and I are extremely proud of Piper and all of her amazing achievements.”

For Piper, being a teacher is all she ever wanted to be thanks to the influence and guidance of her mother.

“I’ve grown up loving kids. I love babysitting, and I’ve always been the mother hen with my younger family friends. And when I was at primary, mum was a teacher aide and she’s always been associated with the schools that my brother and I have been at, either with board of trustees or just school events.”

“It wasn’t a hard decision for me to go down the teaching path once I left school. I have grown up seeing the passion for teaching through my mum and the impact she’s had on her students That’s my goal as well.”

When Piper left Taradale High School, she received a year 13 Scholarship from EIT|Te Pūkenga and immediately enrolled in the Bachelor of Teaching (Primary).

Piper says, “one of the aspects of the programme that she really enjoys is that it is not all theory, but there is a practical component as well. Being on practicum and having two days a week in school base learning (partnership schools) is the most valuable part of the degree. This is where you get to be hands on, learning from other teachers and having your own learning experiences.”

The programme sees the EIT | Te Pūkenga candidate teachers spend time at partnership schools for each of the three years of the degree. Piper over her time doing the degree has been placed at Irongate School , Bledisloe School, Porritt, St Patrick’s and now for her final practicum at Nelson Park.

Piper and her classmates have also had to deal with the disruption of COVID-19 and then Cyclone Gabrielle this year. She says that while initially they were not able to go to the EIT|Te Pūkenga campus for in person learning, the cohort is now using a classroom at Taradale Intermediate for lectures.

In addition to finishing the last year of her degree, Piper is working at the Tamatea Pak ‘n Save where she has been for the past five years.

But it is teaching where her heart lies and she has no hesitation in recommending the Bachelor of Teaching Primary at EIT | Te Pūkenga.

Kirsty Jones, a Lecturer in Primary Education at EIT | Te Pūkenga,  says: “One of the key goals of the Bachelor of Teaching Primary at EIT | Te Pūkenga is to provide the community with a contextually relevant, localised teacher training programme that grows great teachers in the bay.”

“Over the past 10 years there has been a strong focus on building authentic partnerships between schools and EIT | Te Pūkenga as a platform for a career in teaching. The team are extremely proud of the locally focussed programme that has proven sustainability and achieved special outcomes like the story of Anna and Piper.”

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Education Minister Announces New Fund

Source: Toi Ohomai Institute of Technology

The Government is supporting a new fund to remove barriers and improve opportunities for the most underserved tertiary learners.

The new fund ‘Tūwhitia – Accelerating Learner Success’ – will provide up to $10 million each year to tertiary institutions to co-fund learner success initiatives.

Education Minister Hon Jan Tinetti announced the fund when she visited the Toi Ohomai | Te Pūkenga Rotorua campus this week. 

There are great ideas out there to improve learner success, but some tertiary education providers are struggling to get them off the ground with the impact of lower enrolment numbers.

The fund will reduce barriers to establishing such initiatives so learners can experience the benefits sooner. The initiatives selected will be focused on a whole-of-organisation change to better support underserved learners and achieving equity, which in turn will benefit all.

These initiatives could range from support and monitoring programmes to changing the way the organisation is structured and interacts with learners.

For example, some tertiary providers are using data on learners’ engagement in their courses and with the institution to indicate whether or not individual learners are more at risk of not succeeding. With this information, institutions are able to proactively contact the learner to understand what is happening in their life and ensure they get the support they need to be successful. Significant numbers of learners have been helped because of this approach, with institutions beginning to see increased course engagement and completions.

A number of providers are improving course completion rates for Māori and Pacific learners by mapping their learners’ journeys through tertiary education. This enables the providers to identify what works for learners and any personal or organisational issues that could be creating barriers to success. Organisational changes can then be made in how the provider works with, and supports, their learners to ensure their success.

Successfully gaining a tertiary qualification – be it through an apprenticeship, a diploma, or a degree – improves lifelong outcomes for individuals, whānau, and communities. Changes at tertiary providers are needed to ensure those who would benefit most, including Māori and Pacific learners, disabled learners, and those with learning support needs, are supported to be successful.

The Tertiary Education Commission will determine and publish eligibility criteria, funding rules and priorities in the coming months.

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Sector insights on using data and technology to improve learner success

Source: Tertiary Education Commission

The Tertiary Education Commission is pleased to share with you a recording of the Data and Technology Learner Success Capability session featuring a panel discussion with:
Dr Tere McGonagle-Daly, Deputy Vice-Chancellor Students and Global Engagement from Massey University – Te Kunenga ki Pūrehuora
Professor Catherine Moran, Deputy Vice Chancellor Academic from University of Canterbury – Te Whare Wānanga o Waitaha
Kaylene Sampson, Kaihautū Angitu Ako – Programme Director, Learner Success of University of Canterbury – Te Whare Wānanga o Waitaha.
The Data and Technology Learner Success Capability focuses on the ability to ethically collect, assess, analyse and use data to inform decisions, and to use technology to support learner success for all.
[embedded content]
Sector showcases different organisational approaches to learner success in capability sessions
This is first in a series of sessions we are hosting alongside the sector to showcase the different organisational approaches tertiary providers are taking to become more learner-centric. The learner success capabilities are the key elements a tertiary education provider needs to get right to enable learners to succeed – whatever that looks like for each learner.
The goals of these sessions are to bring together tertiary providers in the spirit of learning, knowledge sharing, and collaboration, as well as enhance individual, group, and organisational development. We also want to help continue the momentum toward a more equitable tertiary sector, that was so apparent at last year’s Tūwhitia Symposium, so it carries on through to Te Wānanga o Aotearoa hosting the 2023 symposium on 28 and 29 September. 
Rolling out recordings of learner success capability sessions
We will continue to roll-out recordings of these capability sessions over the coming months. The next session focuses on the Partnerships for learner success.

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Best friends set to graduate after finding their calling at EIT | Te Pūkenga | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

4 mins ago

Monty Karena (left) and Savanna Wharehinga with their certificates at the urupa of their much-loved tutor Ron Dennis.

Two best friends who met while studying at EIT | Te Pūkenga finished how they started – together – when they graduated on Friday.

Two hundred and forty graduates received their qualifications at two graduation ceremonies held at Toitoi – Hawke’s Bay Arts & Events Centre in Hastings on Friday (18 August).

Consistently top two in the class since they enrolled in the NZ Certificate in Te Reo Māori [Level 2],  Savanna Wharehinga (Ngāti Porou) and Monty Karena (Ngāti Kahungunu, Ngātiwai) will both graduate with a Bachelor of Arts (Māori).

The pair, who had originally enrolled separately in the Certificate in Social Sciences in 2017 to become social workers, changed programmes when they were welcomed into Te Ūranga Waka, the School of Māori Studies in the first week.

“I think we were there for two days at Te Ūranga Waka, and then decided that that’s where we wanted to stay and keep studying,” Savanna says.

“We didn’t know it then, but we could feel something while we were there that was like ‘oh, this is where we’re supposed to be. And this is what we need to do’.”

Monty believes it was their calling. “We feel like te reo Māori found us”.

Savanna, now 39-years-old and a mother of three worked at McDonalds for 17 years. While 33-year-old Monty, a mother of four, had worked at various meat works since leaving high school and had just returned home from Australia after having twin boys, now seven-years-old.

“I just didn’t want to go back to the meat works. I swore to myself, ‘I’m never going back there’. So, I did whatever I needed to do,” Monty says.

The transition to study was the same for Savanna.

“I had had enough of working at McDonald’s, and I didn’t want to do that for the rest of my life.”

Having the opportunity to study and forge a new path was something they both took in their stride.  

“When we first started studying, we didn’t know we were nerds, but we found out we actually are.” Monty says.

Throughout their time at EIT | Te Pūkenga, Savanna and Monty say they have felt supported by Kaimahi and peers, who are more like whānau. They credit a lot of this to Pareputiputi Nuku, Pouarataki, Te Ūranga Waka and their late tutor Ron Dennis.

Ron’s passing last year affected them deeply.

“It really took a toll on us, our whole unit in Te Ūranga Waka. It was really devastating, and we didn’t think we were going to make it through,” Monty admits.

“He really embraced us and his whole whānau did also. He was like a dad to us and we were just really lucky to be a part of his circle.”

They say it was Ron who inspired them to keep going.

“We knew what he would say to us if we withdrew, because he always told us ‘don’t be dumb, don’t be a tou kūare!’. Don’t make dumb decisions when you’re in an emotional state’, That’s what pushed us through, we wanted to make him proud, so we could say to him, ‘we finished it’,” Savanna says.

“We had a little graduation at Te Ūranga Waka last year, at the end of the year, and we went out to see him at the urupā, and took our certificates and said, ‘Look, we finished. We finished the year’,” Monty says.

Savanna is now a tutor at Te Ūranga Waka, teaching the NZ Certificate in Te Reo me Ngā Tikanga [Level 4].

Monty was a Kaiwhakaako at Te Ūranga Waka up until last week when she began work at Kauwaka – an organisation established in 2020 as a vehicle to contribute to the language and cultural revitalisation efforts within Ngāti Kahungunu. 

“We are definitely grateful for the opportunities that we have been given because we didn’t ask for it. Like we said, it’s where we’re supposed to be. And we’re on the path that we’re supposed to be on because everything’s just taken care of itself,” Monty says.

Savanna says: “We’re on the path that out tīpuna (ancestors) dreamed for us”.

While they have now finished their degree, Savanna and Monty both agree it is not the end of their journey with te reo Māori.

“It’s made us realise that if we want to carry on with our reo journey, we are responsible for that ourselves. Learning te reo Māori is a never-ending journey, so I don’t think we’ll ever stop learning.”

Pareputiputi Nuku, Pouarataki, Te Ūranga Waka, says: “Monty and Savanna stand out with their beautiful singing voices and bubbly personalities and as strong, confident, and skilled wāhine/kaiwhakaako”.

“I believe without a doubt Ron would be absolutely stoked about their achievements as we all are. Poho kereru ana mātau katoa i a kōrua. Nō kōrua te ao!”

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Funding, payments and learner fees – Youth Guarantee

Source: Tertiary Education Commission

For the full requirements, see the Youth Guarantee funding conditions for the relevant year.
Funding mechanism
The Minister responsible for tertiary education issues the YG funding mechanism. The funding mechanism outlines the general form and essential components of the fund. It provides the mandate for the Tertiary Education Commission (TEC) to allocate the funding and what the funding can be used for, and details how we administer the fund.
Funding is agreed through a tertiary education organisation’s (TEO’s) Investment Plan. For more information see Plan Guidance and Toolkit.
A TEO that receives YG funding is required to:
The overall amount of YG funding available is set through the Government’s annual budget process. We determine the appropriate amount of YG funding for a TEO through the annual investment process and in-year additional funding requests (if available). 
EFTS definition
Change to equivalent full-time student (EFTS) definition from 1 January 2023
From 2023 the definition of a full-time, full-year workload (an EFTS) for a learner enrolled in a Level 1 or 2 Youth Guarantee qualification is 80 credits (not 120 credits).
This means that, after each Single Data Return (SDR) submission, we will pay 50% more YG funding for Level 1–3 course enrolments delivered toward a Level 1 or Level 2 qualification. These payments will be made on top of approved YG allocations.
Our definition of one EFTS for a learner enrolled in a Level 3 YG qualification remains 120 credits.
The table below sets out the change. 

Year

Qualification level(NZQCF)

Credits per EFTS

Notional hours per EFTS

Portion of a full-time, full-year workload

2018

1–3

120

1200

100%

2019

1, 2

100

1,000

3

120

1,200

2023

1, 2

80

800

3

120

1,200

Implications of the change
TEOs need to track learner consumption of each learner’s 2.5 EFTS lifetime entitlement carefully. This is particularly relevant for learners progressing from a Level 1 or 2 YG qualification to a Level 3 YG qualification.
From 2023, track student EFTS consumption as follows:
For Level 1 and 2 qualifications, track course enrolments that started:
before 31 December 2018 using 120 credits per EFTS,
before 31 December 2022 using 100 credits per EFTS, and
after 1 January 2023 using 80 credits per EFTS.

For Level 3 qualifications, track course enrolments using 120 credits per EFTS.
You must not enrol a learner in more than:
1.5 EFTS of Level 1 and/or 2 YG qualification provision in any calendar year; and
1.0 EFTS of Level 3 YG qualification provision in any calendar year.
Funding allocations and payments
Funding allocations, including any amendments are available through the My Allocations and Payments app on Ngā Kete.
YG funding is paid in equal monthly instalments from January to June, and in equal monthly instalments from July to December.
After each Single Data Return (SDR) submission we pay (and recover) Youth Guarantee Exceptional Circumstances Travel Assistance funding.
Indicative allocation
The indicative allocation is our early estimate of the “On-Plan” funding that each tertiary education organisation (TEO) could receive in the following delivery year if its Investment Plan is approved for funding.
We calculate the indicative allocation using a set of allocation methodologies. These methodologies are specific to each fund. We review and revise them every year to ensure they’re aligned to funding determinations and the current tertiary environment.
Indicative allocations are made available through the My Allocations and Payments app on Ngā Kete from 1 June.
For more information, see Indicative allocations by year.
For more details regarding your specific allocation, please contact customerservice@tec.govt.nz or your Relationship Manager.
Funding wash-ups
For the calculation of funding wash-ups see the methodology and technical specifications from the relevant year.
Premium allocation
The Youth Guarantee premium allocation adjusts the overall YG funding you receive so that you are fully funded for 1 EFTS for every 80 credits delivered at Level 1 and 2.
Since 1 January 2023, the definition of a full-time, full-year workload (one EFTS) for a learner enrolled in a YG qualification is:
80 credits for Level 1 and 2 qualifications; and
120 credits for Level 3 qualifications.
The purpose of the EFTS definition change was to encourage providers to deliver Level 1 and 2 programmes that better reflect the expected workload for YG learners. Providers had found that most YG learners require additional time and support to achieve a 120-credit programme within a calendar year. This allocation will support the high costs needs and support for the learner.
Providers may continue to offer programmes of up to 120 credits where that is appropriate for learners, possibly with more intense delivery models and pastoral care.
We will allocate the 50% funding premium for the Level 1 and 2 qualifications in your Level 1 and 2 commitment
We will allocate the YG premium based on your Level 1 and 2 commitments in your YG Mix of Provision (MoP).
We will calculate your final delivery against your total YG allocation, including the Level 1 and 2 premium and recovery if you were overpaid.
We will adjust your premium allocation, if required, due to other significant Plan changes
Significant Plan changes during the year may affect the amount of Level 1 and 2 premium required, for example if we have agreed a change in the total allocated, or there is a change in the distribution of your commitments within the allocation. If necessary, we will recalculate and adjust your premium allocation.
We will carefully review your submitted MoP to ensure we allocate the correct amount
We will monitor closely to ensure you allocate accurately as agreed with TEC in your MoP. This includes any changes agreed within the year. We will only accept and approve the MoP if the commitment is within the MoP tolerance (tolerance value identified in MoP instructions tab), and the distribution of the funding is in line with what was agreed and approved by the TEC. MoPs must be submitted in a timely matter.
We will take into account previous delivery patterns, and any specific agreements you have with us regarding changes to your MoP.
Funding rates
There are two funding rates for all YG provision – the trades and non-trades rates per EFTS.
The trades funding rate applies to trades provision at Levels 2 and 3 on the New Zealand Qualifications and Credentials Framework (NZQCF).
The non-trades rate applies to all other provision at Levels 1 to 3 on the NZQCF.
This page provides information on the YG funding rates.
Wellbeing and pathways support subsidy
The wellbeing and pathways support subsidy is intended to fund a range of services tailored to the needs of individual learners. This may include:
career planning and advice
specific cultural and learning support that is easy for the learner to access
an orientation programme that informs learners about access to financial assistance
extra-curricular activities
regular activities with other YG learners
building workplace connections, and/or
From 2023, TEOs are expected to work with learners and their whānau to develop a pathway plan to map “where to from here”. The plan would support each learner’s needs to move to further study and/or employment. The level of detail would depend on each learner’s individual needs, what their end goals are and what support they need throughout their study to meet those goals, as well as any post-study support the learner requires to take the next steps towards further study and/or employment.
We will allocate the wellbeing and pathways support allocation based on your total EFTS commitment in your MoP
We will calculate and pay the subsidy separately to your other YG funding.
We will not recover any of the subsidy where under-delivery occurs.
We will pay the subsidy on all eligible Flexible Funding over-delivery (up to 102% of your allocation) based on your December SDR reporting.
We will adjust your wellbeing and pathways support allocation, if required, due to other significant Plan changes
Significant Plan changes during the year may affect the amount of wellbeing and pathways support allocation you are entitled to, for example if we have agreed a change in the total allocated. If necessary, we will recalculate and adjust your wellbeing and pathways support allocation.
Travel assistance funding
For the full travel assistance funding requirements, see the Youth Guarantee funding conditions for the relevant year.
Travel assistance funding must only be used to pay for the actual cost of transport. We expect TEOs to take an “actual and reasonable” approach to the reimbursement of learner travel costs. This means if a learner uses:
public transport, the reimbursement of the student must be based on the appropriate concession rate, or
private transport, we recommend that the TEO establish a reimbursement rate on a case-by-case basis by contacting the AA. 
If the TEO supplies the transport, the cost of the travel must not exceed 80 cents per kilometre travelled.
Travel assistance funding that is paid directly to a learner must only be used to cover or reimburse costs associated with travel to and from the YG course.
Records
The TEO must keep records of all learner travel expenses and TEO reimbursements to learners.
If the TEO supplies transport to learners, it must keep records of travel expenses. All travel records are to be made available to us on request. Records must include:
a daily travel logbook that sets out the kilometres travelled in relation to each learner, and
the source of funding for each learner’s enrolment at the TEO (for example, whether the learner is enrolled in a YG funded programme or otherwise).
Inland Revenue
If the TEO supplies transport, the TEO must keep records of travel expenses in line with Inland Revenue requirements.
There may be tax implications in the way that travel reimbursements are administered. Contact Inland Revenue directly for further information.
When reimbursing learners for travel, in general, TEOs are not able to claim GST input tax on this cost because the payments are made to individuals who are not registered for GST. GST input tax can only be claimed if the TEO has incurred the cost itself and can produce a GST invoice in support of the claim.
Travel subsidy
The travel assistance subsidy is expected to adequately meet the costs associated with normal learner travel needs.
As the travel subsidy is allocated per EFTS, the TEO may cross-subsidise by using more than the per EFTS rate for some learners (ie, where they have particularly high travel expenses), and less than the per EFTS rate for others (where they do not require the full amount).
The TEO must reimburse each learner within a reasonable time after they have incurred the cost.
Exceptional Circumstances Transport Assistance funding
Exceptional Circumstances Transport Assistance (ECTA) funding is to provide additional transport assistance to learners who live in relatively isolated areas who may have higher transport needs.
For the full exceptional circumstances transport assistance funding requirements, see the Youth Guarantee funding conditions for the relevant year.
ECTA funding is based on EFTS delivered, and the rural isolation of the site where the delivery took place. The rural isolation of TEOs’ delivery sites uses a classification system developed by Statistics New Zealand. 
Based on the urban/rural classification we provide a “top-up” payment per YG EFTS at each delivery site as reported in each SDR submission.
These rates include a general 2.75% increase to funding for 2023.
2023 “top-up” payments

Urban/rural definition

Classification

Exceptional circumstances top-up rate per EFTS (GST exclusive)

Total travel subsidy rate per EFTS (GST exclusive)

Major urban area

Urban

$0

$1,000

Large urban area

Urban

$0

$1,000

Medium urban area

Urban

$645

$1,645

Small urban area

Urban

$1,075

$2,075

Rural settlement

Rural

$1,075

$2,075

Rural other

Rural

$1,075

$2,075

Funding calculation
Disaggregated courses must add up to the total credit value of the qualification, but unlike Delivery Qualification (DQ) funding, Youth Guarantee is not funded at the course level.
For a trades qualification at Levels 2 and 3 the funding calculation is: trades rate per EFTS x qualification EFTS value. Trades qualifications include NCEA where at least 50% of the courses are classified under Delivery on the NZQCF at Levels 7 (degree) and above delivery classification codes – alphabetic and numeric – as C1, L1, or P1. For further guidance see Trades and Non-Trades Learning Programmes – Ministry of Education.
For a non-trades qualification the funding calculation is: non-trades rate per EFTS x qualification EFTS value. Non-trade qualifications include NCEA where less than 50% of the courses are classified as trades courses.
Specifically, we calculate a TEO’s consumed funding using:
the number of valid domestic student enrolments, measured by equivalent full-time students (EFTS), and
the qualifications, and their component courses, in which a valid domestic student is enrolled.
To calculate a TEO’s consumed Youth Guarantee funding, we use the following elements:
the metric (EFTS value)
delivery classification
qualification funding category (trades/non-trades, which may also depend on level on the NZQCF), and
qualification funding rate. 
Example only (rates may differ depending on year):

Step

Funding calculation 

Example

1

Assign the qualification an EFTS value

A TEO’s NZ2104 New Zealand Certificate in Food and Beverage (Level 3) obtained through half a year of academic year study has a value of 0.5 EFTS.
Note: We use 120 credits per EFTS for all qualifications in STEO.

2

Assign the qualification a funding rate

This is determined in conjunction with us. The rate will be trade or non-trade, depending on whether the majority of course EFTS are trades or non-trades.

3

Disaggregate the qualification into courses
Calculate the EFTS factor of each course (Note: We use 120 credits per EFTS for all courses in STEO)
Classify the courses

The programme is disaggregated into three courses.
Each course has an EFTS factor of 0.1667 EFTS.
The subject matter of these courses is classified as #22 (Trades) in the Delivery Classification Guide.

4

Apply the funding category

Refer to Funding category (CATEGORY) under Information about courses:
The funding category alphabetic code is used to determine the category of the course as P (Trades #22).
The funding category numeric code is used to determine the category of the course as 1 (non-degree course with no research requirement, including certificates and diplomas). 

5

Apply funding rates

The funding rate for provision towards a trade qualification, including transport subsidy, is $14,981 per EFTS, plus $2,000 per EFTS wellbeing and pathways support subsidy.

6

Multiply the funding rate by the number of valid enrolments

For 10 students on each of the 3 courses, each course attracts Youth Guarantee funding of $28,307.33 (excl. GST) calculated as (0.1667 x $14,981 x 10 = $24,973.33) + (0.1667 x $2,000 x 10 = $3,334.00).
This means the programme attracts $84,921.99 funding if 10 students enrol in each of the 3 programme courses.
Note: From 2023, for Level 1 and 2 qualifications, we pay a 50% premium in addition to each EFTS reported in your Single Data Return (SDR). This is to acknowledge our YG definition of an EFTS being 80 credits for Level 1 and 2 qualification delivery.

Calculating funding for Level 1 and 2 qualification provision
From 2023 onwards, we recognise that 80 credits is a full-time, full-year workload for a learner enrolled in a Level 1 or 2 Youth Guarantee qualification (or qualifications) (one EFTS).
As a result TEOs will receive 50% more funding for delivery of EFTS towards Level 1 and 2 qualifications.
The amount paid will be determined by the volume of Levels 1–3 course enrolment EFTS that lead towards Level 1 and 2 Youth Guarantee qualifications, as reported in the SDR.
We will fund up to 120 credits worth of delivery per learner in a calendar year.
You must not enrol a learner in more than:
1.5 EFTS (120 credits) for programmes leading to Level 1 and/or 2 Youth Guarantee qualifications; and
1.0 EFTS (120 credits) for programmes leading to Level 3 Youth Guarantee qualifications.
We will continue to fund up to 120 credits worth of delivery per learner in a calendar year.

Student’s 2023 enrolments

Credits

2023 EFTS

Credits ‘funded’

Definition

Delivered

Reported in the SDR

Funded (includes premium payment)

 

New Zealand Certificate in Foundation Skills (Level 2)

60

80 credits

0.7500

0.5000

0.7500*

60

New Zealand Certificate in Apiculture (Level 3)

65

120 credits

0.5417

0.5417

0.5417

65

Total

125

N/A

1.2917

1.0417

1.2917

125

*  0.500 Level 2 EFTS reported in the SDR plus the 50% premium = 0.750 Level 2 EFTS funded.
Re-enrolling a Youth Guarantee student
Where a YG learner requires further study to complete their qualification, their study can only be to complete courses that they have not yet passed. This can include content not yet studied or content studied and assessed, but requiring a re-sit. 
Note: A learner who turns 25 years old while enrolled is not eligible to re-enrol.
For example:
A TEO enrols a learner in all courses linked to a 60-credit (0.5 EFTS) Level 3 qualification. The sum of the course EFTS factors is 0.5 EFTS.
The learner passes/achieves 30 credits from the 60-credit course enrolments. The TEO is funded 0.5 EFTS, for the 60 credits of courses the learner was enrolled in.
The TEO re-enrols the learner in a second period of study for the remaining 30 credits not yet achieved. The TEO is funded 0.25 EFTS for the 30 credits of courses the learner was re-enrolled in.
The learner successfully completes the courses and is awarded the qualification.
The learner will have received 0.75 EFTS worth of provision (90 credits), and the TEO will be funded for 0.75 EFTS delivery (0.5 + 0.25 EFTS) (assuming funding conditions are met for each course enrolment). 
Note: The TEO will report 0.25 EFTS (30 credits) unsuccessful course completions, and 0.5 EFTS (60 credits) successful course completions.
Calculating EFTS remaining vs consumed
To determine the exact value of the EFTS remaining for a returning learner, the following formula should be used:

Qual EFTS value – (credits completed/total qual credits x qual EFTS value) = remaining EFTS

For example:
0.5 – (30/60 x 0.5)
= 0.5 – 0.25
= 0.25 remaining EFTS

Notes: 
You will need to ensure that when a learner needs more time to complete their qualification, other learners are enrolled to ensure you deliver fully on your Mix of Provision (MoP) EFTS commitment and consume all funding for the year. 
Consider a learner’s course re-enrolments before you enrol them in a further programme. Where a learner does not complete a course successfully and you re-enrol them and claim funding, the learner is consuming additional EFTS towards their entitlements.
Flexible funding
We fund eligible TEOs for eligible Youth Guarantee provision above the amount the TEO has been approved to deliver. This is to provide TEOs with flexibility to meet additional learner demand. 
For further information about flexible funding, please see the Youth Guarantee funding conditions for the relevant year.
Flexible funding:
is payable for provision towards qualifications that we have agreed to fund in your Mix of Provision (MoP)
does not mean we have changed your approved funding allocation, and
is subject to the conditions that we have imposed on your funding.
The external evaluation and review (EER) category referred to in the funding conditions will be the highest published EER category for the TEO during the funding year to which flexible funding is being applied.
Flexible funding is calculated using the December Single Data Return (SDR). Payments are made in March of the following year.
Suspending or revoking funding
Under clause 16 of Schedule 18 of the Education and Training Act 2020 (the Act), we may suspend or revoke some or all funding given under section 425 of the Act if we are satisfied on reasonable grounds that:
when measured against performance indicators, the TEO has not achieved, or is not achieving, an outcome anticipated in its Investment Plan for a tertiary education programme or activity in relation to which funding has been given under section 425 of the Act, or
the TEO has not complied, or is not complying, with a condition on which funding has been given under section 425 of the Act, or
the TEO has not provided, or is not providing, adequate and timely information required by the TEC or Ministry of Education under section 425 of the Act.
If a TEO has its funding approval revoked in accordance with clause 16 of Schedule 18 of the Act, the unspent portion of funding is repayable to us on demand (see the Youth Guarantee funding conditions for the relevant year). We may offset the amount against any funding payable to the TEO. 
Subcontracting
Subcontracting refers to a situation in which a TEO uses TEC funding to pay another organisation to deliver teaching or assessment on its behalf. This excludes:
teaching and learning activities contracted to individuals or organisations that are not TEOs (for example, an employee on a fixed-term contract, an honorary staff member, or a contract for teaching and learning services with a subject-matter expert for part of the programme such as for First Aid provision)
research activities or postgraduate research supervision, and
learning that occurs within vocational placements such a workplace placement or practicum.
A TEO must not subcontract delivery of any YG funded programme without the prior written approval of NZQA where the TEO is quality assured by NZQA and without prior written consent from us.
Note: To gain approval, you must demonstrate how the subcontracting arrangement would benefit the YG programme.
If we approve a subcontract arrangement
Subcontracting can be agreed in two ways
If we approve a subcontract arrangement, the subcontracting can be agreed to within a TEO’s Investment Plan (Plan). The subcontracting specified in the Plan will be permitted for the period of the Plan. If the Plan expires then approval will need to be obtained from us again.
Subcontracting can also be agreed outside of a Plan. Again, the subcontracting specified will be permitted for the period agreed with us.
At any time, TEOs can contact us to discuss proposed subcontracting.
Subcontracting TEO obligations
As specified in section 425 of the Education and Training Act 2020, it is a condition of a TEO receiving funding under section 425 that the TEO will supply to us, from time to time as required by us, and in a form specified by us, any financial, statistical, or other information that we require the TEO to supply.
Therefore, at any time, we can request information regarding subcontracted activities from the TEO (that has subcontracted another party to carry out the activities).
In addition, a TEO that has subcontracted another party to carry out its activities:
must comply with any conditions imposed by us within a consent to subcontract; and
must ensure that the subcontracted party does not further subcontract any functions; and
will be accountable to us for the use of the YG funding, including in respect to legislative and funding condition requirements.
Student Allowance and Student Loan Scheme payments
A qualification must be approved for TEC funding before a learner can access the Student Allowance and Student Loan Schemes. YG learners are only eligible for some aspects of the Student Loan Scheme. For further information on eligibility visit StudyLink.
Qualifications delivered full-time
We will only approve a YG funded qualification for learner access to Student Allowance Student Loan Schemes if the programme:
is delivered full-time
runs for a minimum of 12 weeks, and
has an EFTS value of at least 0.3.
A full-time YG programme must be made up of at least 0.5 EFTS, comprising one or more qualifications. Where there is recognition of prior learning (RPL) for some of the programme, the learner’s individual programme following RPL must be at least 0.5 EFTS.
Qualifications delivered part-time
A programme for a qualification of less than 0.3 EFTS is classified as part-time regardless of the number of weeks over which it is delivered. A part-time programme for a qualification is not eligible for learner access to the Student Allowance Scheme.
For a YG funded part-time programme leading to a qualification, we will only approve learner access to the Student Loan Scheme if the programme meets one of the following criteria:
it runs for 32 weeks or more and has an EFTS value of at least 0.3 EFTS, or
it runs for fewer than 32 weeks with an EFTS value of between 0.25 and 0.3 EFTS.
Loan entry threshold
The loan entry threshold (LET) is used to identify the minimum EFTS value required for a learner’s individual study programme to be deemed full-time. This affects learner eligibility for the Student Allowance and Student Loan Schemes. A qualification that is not deemed to be full-time (ie, not approved for access to the Student Allowance and Student Loan Schemes) can nevertheless be funded through YG. 
The LET is determined by matching a range of gross weeks to a range of EFTS values. A gross week is the total length of enrolment in a programme of study, including holiday weeks.
The table below shows this relationship (qualifications of less than 0.3 EFTS may still be eligible for learner access to the Student Loan Scheme).

Loan entry threshold table

Length of enrolment(Gross weeks)

Loan entry threshold(EFTS)

12

0.3

13

0.3

14

0.3

15

0.3

16

0.4

17

0.4

18

0.4

19

0.4

20

0.5

21

0.525

22

0.55

23

0.575

24

0.6

25

0.625

26

0.65

27

0.675

28

0.7

29

0.725

30

0.75

31

0.775

32–52

0.8

53 or more

1.0

Student allowances – paid practical work
Learners that undertake paid practical work as part of their course of study are not entitled to any student allowance payments for the week(s) they undertake that work. It is important that you discuss this with your learners.
For more information on student allowance entitlements and paid practical work please see StudyLink.

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Celebrations as EIT | Te Pūkenga Hawke’s Bay students graduate | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

3 mins ago

Students (ākonga) from EIT | Te Pūkenga Hawke’s Bay graduated at two ceremonies held at Toitoi – Hawke’s Bay Arts & Events Centre in Hastings on Friday (18 August).

There were celebrations as EIT | Te Pūkenga Hawke’s Bay students (ākonga), who faced COVID-19 disruptions, graduated on Friday.

Two hundred and forty graduates received their qualifications at two graduation ceremonies held at Toitoi – Hawke’s Bay Arts & Events Centre in Hastings on Friday (18 August).

In the first ceremony, held in the morning, 157 graduates from the Centre for Veterinary Nursing, IDEAschool, Te Uranga Waka, Schools of Education and Social Sciences, Primary Industries, Tourism and Hospitality, Trades and Technology, and Viticulture and Wine Science all graduated.

The afternoon saw 83 graduates from the Schools of Business, Computing, Health and Sport Science, and Nursing cross the stage.

Attending both ceremonies were Te Pūkenga Pourangi Hua Tiriti | Deputy Chief Executive Tiriti Outcomes Paora Ammunson; as well as Tumu Whenua a-Rohe 2 | Executive Directors Region 2, Kieran Hewitson and Huia Haeata. Napier City Councillor Keith Price, representing the city’s Mayor Kirsten Wise attended both ceremonies, while Hastings Mayor Sandra Hazlehurst and Hinewai Ormsby, the Chair of the Hawke’s Bay Regional Council, attended the morning ceremony. Delegates from Chinese partnership university, Zhejiang Yuexiu University of Foreign Languages (ZYU), were also guests at the ceremonies.

Glen Harkness, EIT | Te Pūkenga Executive Director, congratulated all those who graduated..

“We know that COVID-19 brought multiple challenges over the years that these ākonga were at EIT | Te Pūkenga, but they can take pride in how they overcame that to achieve their diplomas, degrees and post graduate qualifications. Thanks to the kaimahi involved for all their hard work as well.”

“Once again EIT | Te Pūkenga is seeing a talented cohort graduating, which is a testament to the high quality programmes that we offer across the board. We have no doubt that these graduates will go on to make a mark in their chosen careers.”

Graduation ceremonies for the Tairāwhiti and Auckland campuses of EIT | Te Pūkenga were held earlier this year.

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Medals Galore for Culinary Students

Source: Toi Ohomai Institute of Technology

A group of Toi Ohomai STP culinary arts ākonga gleaned top honours at the Waikato Culinary Fare, with each one receiving a medal for their efforts. 

They competed against more than 450 students from across the motu at the annual event, which was held at the Wintec | Te Pūkenga Rotokauri Campus Hospitality kitchens.

The Waikato Culinary Fare is a Wintec event, in partnership with Cater Plus, that features static and live food events. Intermediate and high school students compete for the highest scores which see their entries achieve gold, silver or bronze awards. It took place over two days this year in late June.

The Toi Ohomai Secondary Tertiary Programme (STP) offers high school students a first taste of an industry they are interested in. 

Culinary Arts tutor David Collier-Baker says this was the second time he had entered his students into the competition and that he is incredibly proud of their achievements. 

He had seven students competing, with each of them walking away with a medal, between them they achieved four golds, two silver and a bronze. 

“I was blown away by their success. They really enjoyed the whole process, and the competition was a fantastic experience for them.”

He says the students, who study at Toi Ohomai two days a week, spent several weeks planning and preparing for the event. Working on their chosen item and perfecting the recipe. 

“They came up with the ideas on their own and as we progressed the recipes evolved.” 

The Waikato Culinary Fare has grown to become the largest regional competition of its type in New Zealand. This is made possible by the support of the event sponsors and the wider hospitality industry. This event allows emerging hospitality stars to compete, gaining valuable skills and experience through participation.
It is also an opportunity for the hospitality industry to come together under one roof, celebrating the sector.

Aleah Green, 16, took out a gold medal for her chocolate, caramel and coffee cupcakes and says she is excited about pursuing a career in baking. 

“This was my first competition. I was pretty nervous and was so shocked to get gold but a career in baking is definitely my dream. 

“I love the creativity and actually find it really calming.” 

Western Heights High School’s Olivia Boulcott aims on becoming a chef and was proud that her braised lamb shank pie with homemade pasty earned her a silver medal. 

“It was really exciting. I loved the whole experience.” 

Toni Daniels, 17

Te Kura o te Koutu
Tropical Mille Feuille
Silver

Connie Clark, 18

Western Heights High School
Lemon Cupcakes
Gold

Aleah Green, 16

Tauhara College
Chocolate, Caramel, Coffee Cupcakes
Gold

Courtney Garner, 17

Tarawera High School
Berries and Cream Cupcakes
Gold

Kai Keane, 17

Western Heights High School
Chocolate Mudcake
Bronze

Olivia Boulcott, 18

Western Heights High School
Braised Lamb Shank Pie
Silver

Khori Pari, 17

Western Heights High School
Caramel Cupcakes
Gold