The University Advisory Group third consultation phase

Source: Tertiary Education Commission

Last updated 7 November 2024
Last updated 7 November 2024

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The third consultation phase for the University Advisory Group (UAG) is now open and closes on Wednesday 18 December at 5pm.
The third consultation phase for the University Advisory Group (UAG) is now open and closes on Wednesday 18 December at 5pm.

Phase three of the consultation focuses on efficiencies and prioritisation, as well as funding for teaching, learning and research, and capital expenditure.
Submissions will inform the UAG’s advice to government on New Zealand’s university system. For more information, including consultation questions and how to make a submission, visit the University Advisory Group website.

FAQs – Unified Funding System

Source: Tertiary Education Commission

What are performance element incentive payments? When will they be implemented?
The learner component has an incentive payment element which will be paid to each TEO on achieving the performance expectations set by TEC. This will be part of TEOs’ annual investment plan process within TEOs’ learner success plan, where appropriate.
TEC is taking a phased approach to implementing these incentive payments. In 2023, this payment will be required of a small number of TEOs (but those with significant levels of learner component funding), then rolling out to cover all TEOs in 2024.  
For more information, please see the Learner Component section of our website.
How do TEOs apply for learner component funding?
TEOs will not need to apply for learner component funding. It will be allocated as part of TEOs’ overall funding for VET.
Can PTEs apply for more transitions funding?  How do they do this?
No. TEC will allocate transition funding to eligible TEOs based on the published criteria and allocation methodology.
There are no additional reporting requirements.
What is the definition of ‘low prior achievement’ (LPA)?
In 2022, this is a learner under the age of 25 as at the date of enrolment who has not previously achieved a qualification on the NZQF at level 3 or above.
From 2023, it will apply to all learners as at the date of enrolment who has not previously achieved a qualification on the NZQF at level 3 or above, not just those under 25.
How are learners with LPA identified by the TEC?
SDR, ITR and NZQA data are used to determine LPA.  If prior education records are not available for a learner, they are deemed to be LPA.
Does the LPA include equivalent qualifications achieved overseas?
Where overseas qualifications are recorded in the data, they are taken into account in the LPA analysis.
Will a student out of high school into tertiary education be considered someone with LPA?
Students that have not achieved NCEA level 3 are considered having LPA.
Will a PTE lose their learner component funding if an LPA learner achieves at level 3 and transitions to a level 4 course, unless the student qualifies under a different component?
The learner attributes are proxies for distributing funding. The learner component is not intended to be targeted at specific learners with these characteristics – the funding is a contribution for the support of all learners.  It is expected that each TEO will determine the actual support each learner requires, whether or not the learner has any of the characteristics used for the funding proxy.
Can learner component funding be recovered through the wash-up process?
No, there are no recoveries of the learner component.
Can a TEO update the Disability Status and Disability Support Needs fields after enrolment?
Yes, if a learner’s disability status has changed since their enrolment, and the TEO has also obtained the learner’s answers to the Disability Support Needs questions, TEOs can amend the record in the next learner file submission.
How were the four learner groups that are linked to the learner component chosen?
We undertook extensive analysis of data on the performance of the Vocational Education and Training (VET)  system to understand more about those learners who, on average, have been not well served by the education system in the past. This analysis showed that there were four groups of learners most at risk of not completing VET qualifications and/or face a range of disadvantages in the VET system: learners with low prior achievement, disabled learners, Māori learners and Pacific learners.
Why are only four learner groups linked to funding?
Accurately identifying each individual learner’s needs is challenging. We needed a way to approximate the level of need among each TEO’s learner population. We did this by using relatively large learner groups that are more likely to face disadvantages in the VET system. Our analysis shows that these four groups of learners are good proxies of need among each TEO’s learner population, that is, they approximate the level of need in a straightforward way.
What about learners who don’t fall into the four groups linked to funding? How will they get support?
TEOs should use learner component funding for all learners who need additional support, not just for learners in the four identified groups. The four groups serve as a proxy for learners who need additional support to be successful in VET. Providers are expected to identify the unique needs of all their learners (including through engagement with learners and their communities), decide how best to support them, and allocate funding accordingly. All learners should therefore receive the support they need to be successful in VET.
Why is there a difference in rates for Māori and Pacific learners compared to learners with low prior achievement and disabled learners?
Data is mixed on how the system performs for Māori and Pacific learners. For example, while Māori learners are more likely than New Zealand European learners to participate in VET, they experience poorer employment outcomes from their study. This means that tying funding to a participation measure alone is unlikely to have the results we want to see. We have therefore developed a performance incentive payment that can more directly incentivise the outcomes we want. Māori will be involved in developing the indicators for this.
Importantly, for Māori and Pacific learners who also have low prior achievement and/or are disabled, providers will receive both funding rates. Māori and Pacific learners who have low prior achievement and/or are disabled will attract the highest level of funding. It recognises that these learners have compounding levels of disadvantage.
Will the incentive payments be the same as the previous performance-linked funding?
No. We are still developing the details of how they will work but they are not intended to be the same as performance-linked funding. Further information will be available in 2022.
How will performance expectations for each TEO be set?
We are still developing the details of how these will be set along with related incentive payments. We will work with stakeholders to finalise the details of the performance part of the learner component. Further information will be available in 2022.
What happens to existing equity funding for VET?
The learner component replaces equity funding for VET. From 2023, equity funding will not apply to VET but will continue for non-UFS provision.
Why doesn’t the learner component apply to the assessment and verification mode?
The assessment and verification mode will support learners who are employed and receive support for their learning and wellbeing directly from their employer. Providers will have a limited role focused on quality assurance of the assessment that underpins learners’ qualifications. This means providers will have little direct contact with learners and limited scope to engage with and support learners.
How will the funding be calculated with learners with more than one eligible characteristic?
We will calculate funding by allocating:

the relevant rate where a learner is identified in the data as disabled and/or having low prior achievement
the relevant rate where a learner is identified in the data as Māori and/or Pacific
both relevant rates where a learner is identified in the data as disabled and/or having low prior achievement and as Māori and/or Pacific (both rates apply).

How are learners with low prior achievement identified?
Learners with low prior achievement are those who have not achieved a prior qualification at level 3 or above on the New Zealand Qualifications Framework (NZQF) as at the learner’s enrolment start date.
How will support for learners change?
Over time, all VET learners can expect learning and wellbeing support that is tailored to their specific needs. This will take time but we expect providers to more proactively identify learners who may need support and for providers to be more focused on meeting learners’ needs.
Who receives the funding? And who decides how it is spent?
Learner component funding will be allocated to TEOs. They will decide how to spend this funding in a way that supports all of their learners’ needs.
How will this improve the way the VET system performs for Māori learners?
Māori learners can expect to have increased opportunities to enrol in and complete VET qualifications that have strong employment outcomes including apprenticeships. Providers and employers will be encouraged to work together to increase hiring, training and support for Māori learners. Labour market underutilisation rates could drop, and median salaries could rise. Māori learners will be able to consistently expect culturally affirming learning environments.
How will this improve the way the VET system performs for Pacific learners?
As for Māori, Pacific learners can expect to have increased opportunities to enrol in and complete VET qualifications that have strong employment outcomes, including apprenticeships. Providers and employers will be encouraged to work together to increase hiring, training and support for Pacific learners. Labour market underutilisation rates could drop, and median salaries could rise. Pacific learners will be able to consistently expect culturally affirming learning environments
How will this improve the way the VET system performs for disabled learners?
Providers will have increased capability and capacity to understand, identify and support disabled learners’ needs. Providers and employers will be encouraged to work together to improve hiring and training rates and support for disabled employees. Disabled learners could increasingly enrol in, and complete, VET qualifications that have strong employment outcomes, including work-based training. The very high labour market underutilisation rates for disabled people could drop.
How will this improve the way the VET system performs for learners with low prior achievement?
Learners with low prior educational achievement can expect more support to complete their qualifications. We are seeking a significant improvement in qualification completion rates for these learners compared to other learner groups.
How are disabled learners identified?
Disabled learners are learners who identify as disabled on enrolment forms and learners who access disability support from providers. TEC is working with providers and the wider sector to improve data collection on disabled learners.

Monitoring update: November 2024

Source: Tertiary Education Commission

This update includes information about:

Fees Free from 2025
Final-year Fees Free online content updated
The final-year Fees Free eligibility criteria and settings are now available on the TEC and Fees Free websites.  

Fees Free website – the home page of the Fees Free website directs learners to either the final-year or first-year information depending on when they are starting their study or training.
TEC website –information on first-year Fees Free and final-year Fees Free is now available on the following pages:

Updating your website
Please review and update the Fees Free copy on your website, using the following information. This clarifies to learners starting study or training for the first time in 2025 that Fees Free will cover final-year fees, for eligible learners.
Content for TEO websites – final-year Fees Free
We will keep you informed as this important mahi progresses. In the meantime, if you have any questions, please email customerservice@tec.govt.nz with the subject line [EDUMIS #] – final-year Fees Free policy or call 0800 601 301.
Student services fees: 2024 reports due
Since 1 January 2023, student services fees (SSFs) are regulated through funding conditions determined by the Minister for Tertiary Education and Skills and administered by the TEC. Funding conditions outline the rules that TEOs must follow when receiving TEC funding, including that TEOs that charge an SSF must report on it annually.

Tertiary education institutions (TEIs) must report on their SSF in their annual reports.
Registered private training establishments (PTEs) must provide a written report to their learners. They must then forward this report to the TEC.

Thank you to those who have already submitted their 2024 report. For TEOs that charge an SSF but have not yet submitted their report, please send your current SSF report to ssf@tec.govt.nz. 
For more information about how to report on SSFs, including what to include in your report, see the guidance:
Student services fees: Guidance for tertiary education providers (PDF 1.1 MB).
If you have any questions, please contact ssf@tec.govt.nz.
Annual Maximum Fee Movement (AMFM)
The Government regulates how much tertiary providers can increase their fees for domestic students each year through the AMFM. This caps the percentage increase on fees for existing courses at level 3 and above on the New Zealand Qualifications and Credentials Framework (NZQCF).
Following consultation, the Minister has confirmed that the AMFM rate will be set at 6.0% for the 2025 calendar year. This permits an increase of up to a 6.0% on the fees (GST exclusive) charged to domestic students in 2024. The increase aims to strike a balance between supporting providers to manage cost pressures and supporting affordable tertiary education for students and their whānau.
The micro-credential fee cap
The micro-credential fee cap sets a per-credit cap on the fees that providers can charge domestic students enrolled in micro-credentials. Following consultation, the Minister has confirmed a $64 (GST inclusive) per credit fee cap will be maintained for the 2025 calendar year.
2025 AMFM exceptions
TEOs may apply for an AMFM exception to increase your fee by up to an additional 6% above the permitted AMFM.
We may only grant an exception to the AMFM policy under exceptional circumstances. The exception criteria are published in the funding mechanisms.
How to apply for an exception to the AMFM
The application process for 2025 is now open. TEOs must submit applications for any courses that start between 1 January 2025 and 31 December 2025 by 5.00pm on 29 November 2024.
Please read the exceptions information:
AMFM exceptions – Application guidelines and assessment information (PDF 501 KB).
Submit applications and all supporting information with the subject line [EDUMIS] – Exception to the AMFM to our Customer Contact Group at customerservice@tec.govt.nz.
For more information, see Annual Maximum Fee Movement (AMFM).
Monitoring the AMFM
During TEC audits we monitor compliance with the AMFM and associated conditions. Recent audits have identified some issues, including:

TEOs increasing fees for some courses above the AMFM rate. Audits will look at increases in fees in each course to ensure they stay within the cap.
Discrepancies between the fees being charged to learners and the fees that are recorded in Services for Tertiary Education Organisations (STEO). It is a condition of your funding that you must report in STEO accurate information regarding the fee you are charging learners.

If you have any questions about fees, including how to update fees in STEO or how to calculate your fee increases, please contact your relationship manager or customerservice@tec.govt.nz.  
Correctly reporting course results and end dates
We have recently identified a number of inconsistencies in some TEOs’ reporting of courses where a result has not yet been determined. Please continue reporting courses in the Single Data Return (SDR) until a result is available, after the course end date has elapsed. This may mean manually adding a course enrolment record to the SDR if the course end date was in a previous calendar year.
Note that you should not change the end date of extended or un-resulted courses. Although this may be a workaround to keep the record active in your student management system (SMS), it will result in funding anomalies (including over-funding) when you change end dates from one December SDR to subsequent SDR.

For courses at Levels 1–8, you must report a result within 11 months of the course end date. A result means a completion code that is not code 0, 6 or 7.
Courses at Levels 9 or 10 can continue to be reported in the SDR with a non-completion code of 6 or 7 indefinitely. You can do this until a completion result is available (code 1, 2, 3, 4 or 5).

Please do not change course start or end dates once returned in a previous December SDR. The preferred approach is to continue reporting extended Level 9 and 10 courses with a completion code of 6 or 7. You can do this each year without changing the course end date, until a result of code 1,2,3,4 or 5 is available and reported in the SDR.
More information can be found on page 135 of the SDR Manual:
SDR Manual (PDF 1.73 MB).
If you have any questions, please contact your relationship manager or customerservice@tec.govt.nz.

Kāhui Ākonga Hui at Ōtatāra Outdoor Learning Centre | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

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20 mins ago

The Ōtātara Outdoor Learning Centre (ŌOLC) on EIT’s Hawke’s Bay Campus is an important part of EIT’s sustainability strategy.

We were delighted to host ākonga from seven Ōtatāra Kāhui kura at the Ōtatāra Outdoor Learning Centre recently.  It was an honour to connect with our local school community in such a meaningful way.

The focus of the visit was to connect and reflect on wellbeing through the lens of Te Whare Tapa Whā. Bailey, a student from Taradale High School, organised and lead team-building activities, including a nature treasure hunt that brought everyone closer to the environment and each other. The group reflected on the importance of being in nature for wellbeing—how it helps us feel good and function well.

Gerard shared the rich history of the whenua, as well as the vision for the future of the ŌOLC. Our visitors generously donated and (assisted by Gerard and Tania) were able to plant native species; Koromiko, Kowhai, Harakeke, and Rengarenga – plants grown by our friends and neighbours Te Wai Mauri, the nursery at Waiohiki Marae. 

Key messages from the day included:

  • Being in nature reduces blood pressure, heart rate, muscle tension, and stress hormones.
  • Conservation activities provide a sense of awe, wonder, and appreciation for beauty, enhancing our connection to ecosystems.
  • Engaging in activities like planting trees, cleaning up beaches, or protecting endangered species gives us a sense of purpose and accomplishment, boosting self-esteem and life satisfaction.
  • Participating in group efforts such as beach cleanups or habitat restoration fosters community spirit, strengthening social bonds and overall wellbeing.

The teachers said the ākonga returned from the experience feeling energised and inspired, with their hauora truly uplifted. 

We look forward to welcoming the ākonga back to the Ōtatāra Outdoor Learning Centre sometime soon!

EIT student decides to become teacher to help raise literacy and mathematics standards among Māori | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

7 seconds ago

Johnson Hauraki is in his second year of the Bachelor of Teaching (Primary) at EIT Tairāwhiti.

Johnson Hauraki (Ngāti Porou, Tuhoe) has always wanted to be a teacher, but it was only when he started at EIT Tairāwhiti that he realised that he could play a role in raising literacy and mathematics standards among Māori.

Johnson is finishing his second year of the Bachelor of Teaching (Primary), having first done the NZ Certificate in Study and Career Preparation (Level 4) in 2022. Born and bred in Tairāwhiti, Johnson went straight from Gisborne Boys High to EIT.

Johnson, 20, says that he has wanted to be a teacher since primary school.

“I thought it would be quite rewarding to have an impact on a student’s life and then also see them come back when they get older and remember what you did for them.”

“With teaching I want to be able to raise the literacy and the mathematics among Māori students.”

He says that while he would not mind teaching in mainstream schools, he also likes the idea of going to a kura kaupapa.

The Bachelor of Teaching (Primary) requires students to undertake placements at local schools.

He says that he would have no hesitation in recommending EIT as a place to study because of the environment.

“It was so different to high school, where it is very structured. At EIT, while you have things that you are required to do, you also have more freedom to make decisions.”

Johnson says that his association with EIT will not come to an end when he finishes his teaching degree, as he plans to enrol in a te reo Māori programme when he is finished.

As for where he wants to teach, Johnson says that he will be prepared to leave Gisborne to pursue his career.

Emma McFadyen, EIT Tairāwhiti Site Coordinator and Lecturer, Primary Education, said: “Developing teachers for Te Tairāwhiti is central to the EIT/Te Pūkenga Bachelor of Teaching (Primary) programme, as well as being a degree recognised internationally.”

“Being raised in the region provides Johnson with unique opportunities to give back to his community, along with the potential to spread his wings and explore his horizons. I’m excited to see where Johnson chooses to go in the future.”

Hospital visit by service dog sparked EIT student’s love for animals | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

2 hours ago

Riva-Lee Habib is currently studying the Bachelor of Veterinary Nursing at EIT.

A visit by a service dog while Riva-Lee Habib was in hospital as a child, sparked a love for animals that has seen her study veterinary nursing at EIT.

Riva-Lee (Te Aitanga-a-Hauiti iwi) was born and raised in Tolaga Bay and attended Tolaga Bay Area School & Kahukuranui.

The 18-year-old says that she was fairly ill with a life-long condition as a child and spent some time in hospital. It was there that she received a visit from a service dog that changed her outlook on life.

“It made me realise how happy they made me and how they helped me get through it.”

Riva-Lee, who is currently studying  Year 1 of the Bachelor of Veterinary Nursing, says that growing up around animals also helped foster her love for them.

An incentive for entering the programme was that she received a Year-13 Scholarship from EIT. The Year 13 Scholarship, which is offered annually by EIT, covers one year of tuition fees. The Scholarship supports school leavers across the Hawke’s Bay and Tairāwhiti regions to study any one of EIT’s degrees or selected level 5 diploma programmes that lead into a degree by providing one year FREE study.

She also won a Walter William McLean Educational Trust Scholarship, which is funded by Gisborne’s Gowerville Station, the farm once owned by McLean. Another honour was the Prime Minister’s Vocational Excellence Award.

One of the things that Riva-Lee loves about the programme is how hands-on it is.

“They have us doing a lot of practicals and working with animals. I also enjoy the friendships we make and the lecturers are there to support us.”

Next year will see Riva-Lee proceed to the second year of the Bachelor of Veterinary Nursing , and she is looking forward to going on a placement in Gisborne as part of the programme. She will then continue on to the final year of the Bachelor of Veterinary Nursing (Level 7).

But that is just the start of her plans as she plans to then enrol in the Bachelor of Business Studies through EIT with the aim of opening her own vet clinic on the East Coast.

“I want to open up a clinic because there is not much access for people on the East Coast to get their animals checked out.”

Asked why she loves animals so much, Riva-Lee says: “It’s just how pure they are. People may see animals as vicious, but it’s just the upbringing that they have. Once you actually get to connect with them, they can be sweet and comfortable.”

Emma Martin, EIT’s Veterinary Nursing Programme Co-ordinator said: “It has been a pleasure having Riva-Lee join our programme. Her long-term goal of making animal healthcare more accessible across the East Coast highlights her strong commitment to improving animal health and welfare while supporting her local community. Riva-Lee has built meaningful connections with her classmates and is an excellent team player. Her dedication to her studies is evident, as she frequently participates in study groups after class, and this effort is reflected in her work and academic success”

“Riva-Lee has also made a strong impression during her work placements in Gisborne, where she has effectively applied her learning in a practical setting. She has seamlessly integrated into the team, contributing with enthusiasm while enjoying the experience. “

“We look forward to seeing Riva-Lee continue to grow in the degree programme and become a strong advocate for her patients, clients, and the Veterinary Nursing profession.”

Juggling international rugby career and Bachelor of Teaching degree the focus for EIT student | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

18 hours ago

Tori Iosefo is in the final year of the Bachelor of Teaching (Primary) at EIT.

Juggling an international rugby career and a Bachelor Teaching (Primary) degree, along with being a mother, is the focus of an EIT student.

Tori Iosefo, 29, has just returned from Dubai where she helped Samoa’s Women’s rugby team, Manusina, qualify for next year’s World Cup.

Of Samona and Cook Island heritage, Tori was born and bred in Flaxmere, finishing her schooling at Hastings Girls’ High School. She is now in the final year of the Bachelor of Teaching (Primary) at EIT, but it has been a journey to get there.

“I’m in the final stretch now and I can’t wait to finish up this year and graduate next year.”

Having done some orchard, factory and retail work after leaving school, Tori soon found herself working as a teacher’s aide, while also raising her daughter Cataleya.

She says having her baby was the push she needed to become a teacher’s aide, but she soon realised that she should take a step up to balance out her life with rugby.

“I also got the push from my family and my colleagues as they saw the potential in me to become a teacher. It was then that I decided I wanted to be a teacher.”

As a tighthead prop in an international team since 2020, Tori says she is focused on balancing her studying with her rugby.

“Those are my tough missions at the moment, but they are the two things that I really want to hold on to. I’m excited about next year’s World Cup in England, so I just have to keep working on my fitness and hopefully get selected again.”

She says that it will be good to have a degree behind her by the time she goes to the World Cup.

Tori is loving the EIT programme, especially her placement with schools. Since beginning the degree, she has spent time at Mahora School, Ebbett Park Primary and Heretaunga Intermediate. She will finish things off at Flaxmere Primary School.

“I have loved studying. I had to have a big discussion with my husband Hajo if it would be okay for me to study. But it’s actually turned out pretty good. The programme is amazing. The lecturers and everyone, they all want us to do really well.”

She says that working as a teacher’s aide has certainly helped make her placements easier.

“For students that come in and haven’t really had the experience I had, it’s really good to have hands-on experience in a classroom.”

“I would definitely recommend this programme to others. The lecturers really do help, but the best way to get experience is being in the classroom. And the partner schools that we have are really helpful. I’ve already recommended this course to a lot of people that I know.”

Kirsty Jones, EIT’s Bachelor of Teaching (Primary) Programme Co-ordinator, says: “Tori is an excellent model for how to complete study alongside a busy personal life. She has shown resilience and determination and has always embraced challenges. The boutique nature of the BTP programme is its’ real strength, it enables school staff and EIT staff to get know the Candidate Teachers beyond course learning, on a deeper more personal level and to tailor the learning so it supports the teacher in training holistically. That approach has really suited Tori.”

“In just a few weeks the BTP team will acknowledge Tori’s and the rest of the third-year graduate’s efforts, and then another wonderful cohort of great teachers grown at EIT in the Bay will be ready to start their careers. Most have already secured jobs locally. Tori is looking to utilise her new teaching skills in her own community, making a difference and giving back in the area where she was schooled. The EIT and school partners couldn’t be prouder.”  

Becoming a rural animal technician the aim for EIT student | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

42 seconds ago

Ella Cooke, 19, is currently studying Year One of the Bachelor of Veterinary Nursing.

A love for animals and a desire to work as a rural animal technician is what is driving an EIT student to succeed.

Ella Cooke, 19, is currently studying year one of the Bachelor of Veterinary Nursing. She has grown up with animals and currently lives on an orchard outside Hastings with her parents.

She attended Iona College last year and came into EIT with a number of scholarships. One was a Year-13 Scholarship from EIT, which is offered annually, and covers one year of tuition fees. The Scholarship supports school leavers across the Hawke’s Bay and Tairāwhiti regions to study any one of EIT’s degrees or selected level 5 diploma programmes that lead into a degree by providing one year FREE study.

She also won a scholarship from Vet Services Hawke’s Bay, as well as a Prime Minister’s Vocational Excellence Award.

“I just love animals and love to care for animals and I’ve had four dogs and a cat in my life.”

Ella says that she is loving the programme, especially the hands-on work with animals.

“It is not just about attending lectures, but we also actually get to work with animals. We get to learn how to handle the animals properly.”

“I want to get my qualification, and then I eventually want to work with large animals – livestock – and visit farms.”

One of the things that Ella loves about EIT, is that it is close to home and she did not have to move out of Hawke’s Bay to achieve her tertiary education dreams.

Work experience is an important part of the programme, and Ella is due to return to Vet Services in Hastings, where she has been before.

Emma Martin, EIT’s Veterinary Nursing Programme Co-ordinator said: “Ella has been a pleasure to have in the programme this year. She has come out of her shell, taking full advantage of every learning opportunity and making the most of her experiences. “

“Ella has received excellent feedback from her clinical placement at Vet Services in Hastings, where she has impressed with her skills and professionalism. She works exceptionally well in a team and has built a strong network of classmates, combining fun with learning experiences. We are excited to see what the future holds for Ella as we continue to support her in reaching her final goals.”

Learner component – Unified Funding System

Source: Tertiary Education Commission

Last updated 22 October 2024
Last updated 22 October 2024

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The learner component is one of two funding components in DQ3-7.
The learner component is one of two funding components in DQ3-7.

For information on the other component, see: Delivery component – Unified Funding System.
About the learner component
The learner component substantially increases funding for providers to support all learners, particularly those who traditionally have not been well served by the education system. It recognises that there are higher costs involved in adapting education delivery and support to meet learners’ unique needs. The learner component supports providers to put learners at the centre of their organisations and to improve outcomes for learners.
Providers decide how to spend the funding in a way that supports their learners’ needs while making progress towards the Minister’s priorities.
Minister’s priorities for the learner component
The Minister of Tertiary Education and Skills’ priorities for learner component funding are for TEOs to build capability and demonstrate how they will deliver results for all learners (including, where relevant, in supporting employers who deliver work-based learning) by committing to the priorities of the Tertiary Education Strategy.
Over time, the Minister expects TEOs will develop capability and capacity so that learners:

are well supported by TEOs and employers to enrol in VET qualifications, and
have increased completion rates across all VET qualifications.

Life-long love of nature leads EIT student to important local environmental research | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

16 mins ago

Ryan Bauckham is in his final year of the Bachelor of Applied Science (Biodiversity Management), which EIT offers in partnership with Unitec.

A life-long love of exploring the outdoors has been the incentive for an EIT student to pursue a career in environmental research in Hawke’s Bay.

Ryan Bauckham, 35, is in his final year of the Bachelor of Applied Science (Biodiversity Management), which EIT offers in partnership with Unitec.

He has currently been  researching Lepidoptera (moths and butterflies)  in a significant forest stand called Puahanui found near Gwavas , Tikokino.

“It’s actually the largest stand of remnant podocarp forest in Hawke’s Bay and I’ve recorded just over 200 species of Lepidoptera there.”

“ Most people aren’t aware there are so many moths. They are generally thought of  as nondescript brown insects, that you don’t really pay that much attention to, unless they are coming to the outdoor lights at night. But when you look at moths closer, there’s a stunning diversity, all sorts of shapes, colours and sizes.  I just find them really quite endearing and beautiful.”

Ryan’s study means he spends a lot of time out in nature and for him it is more than just a job, but a passion.

After leaving Karamu High School , Ryan became a postie with New Zealand Post, which he did for ten years. However, he always felt he wanted more.

“It’s been a lifelong interest of mine, and I’ve been heading out regularly to the mountains since I was a teenager. And birds have been my main interest in life for as long as I can remember.”

After leaving NZ Post, Ryan ended up living for five years in a camper van.

“While I was at NZ Post, I was able to travel around the country thanks to the flexibility of work. And after that, I was able to travel more. I spent the winters overseas, mostly in Southeast Asia, as well as the Pacific Islands.”

The turning point for Ryan was on the Kinabatangan River in Borneo in 2019 when he realised that he wanted more than “groundhog day”.

He returned to New Zealand, but life changed even more with COVID-19 and his young son Yahya coming into his fulltime care in 2021.

It was an advertisement for the Diploma in Environment Management (Level 5) that attracted Ryan’s attention and he decided to go for it.

“It was really scary, actually, to give up work. But I thought that I’m not getting any younger, so I decided to make a change.”

He says that he found going back to studying fulfilling, but soon found his interest moving from birds to insects.

“I spent a lot of time that summer recording moths and learning their taxonomy. I was already reading a lot of research papers, but then going back to study and having to do that as a task, it felt really fulfilling.”

Ryan faced a few challenges in his studies, the first being learning to use computers as he had not grown up with one, as well as dealing with COVID-19 lockdowns and Cyclone Gabrielle.

However, that is all in the past and Ryan is focused on his research, which recently received a funding boost from Biodiversity Hawke’s Bay. Ryan and his supervisor, Dr Amelia McQueen, were one of thirteen groups that received support from the Environmental Enhancement Contestable Fund, which is funded by the Hawke’s Bay Regional Council.

It will play a role in enabling Ryan to continue his research.

“Lepidoptera also play real crucial roles in the ecosystem. They’re pollinators, decomposers and they are prey for larger organisms.”

Ryan says that even though there are about 2,000 species in New Zealand, the life histories of many of them are “poorly understood”.

“We don’t know their host plants or even what the larvae look like. They’re often just being described from the adult specimens. What I’m trying to do is make a comprehensive species list for the region, just simply because historically moths  have been understudied.”

The site on private land drew Ryan because it had been deer-fenced in 2020 which allowed the understorey of the forest to regenerate.

“When I visited there, it just felt the right place, simply because it is the largest forest remnant in Hawke’s Bay. And at one time, the whole region would have been covered in forests like that.”

“And there’s a lot of species there that are relics, really, really relics of another age, and you wouldn’t find them outside of that environment, in the pastoral land or like an exotic forest or a newly planted one. Fortunately the landowners are really conservation focused people.”

EIT Environmental Management Lecturer Dr Amelia McQueen agrees: “Puahanui bush is a really special place to study flora and fauna and we are lucky there are places like this still around in Hawke’s Bay.”

“ Ryan’s study is amazing, over 200 moths and some of the observations are new for the North Island or one of a very few observations of these moths actually recorded for New Zealand. Ryan’s Lepidoptera identification skills and determination, especially doing observations on very cold nights in winter, has made his work particularly important. . . and there is more to come!”

As for the future, Ryan does not discount continuing his studies, but there is no doubt that he has found his calling.