Community Education providers and schools 2012
Meeting Government expectations for Community Education providers
The TES defines the core roles and expectations for Community Education providers as:
| Core Roles | Government Expectations |
- To serve learners whose first learning experience was unsuccessful
- To assist those seeking pathways into tertiary learning
- To assist people who lack the literacy, language and numeracy skills for work and further study
| - Engage learners who have not been well served by education in the past
- Improve literacy, language and numeracy skills for individuals and whānau
- Contribute to the overall cohesiveness of the community
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A wide range of schools, REAPs, and community providers are funded by the TEC to provide high quality adult and community education (ACE) and literacy and numeracy provision at a tertiary level. The performance of these providers is monitored using fund-specific indicators and targets determined by the TEC. Their proposed Plans are not expected to contain broader commitments as is the case with TEIs, ITOs, and some larger PTEs.
The TEC expects to see improved educational performance from these providers, focused on contributing to the TES priorities. This includes targeting TES priority groups and supporting improvements in literacy and numeracy.
Streamlined Plans
Schools, REAPs, and community providers primarily deliver ACE and Gateway programmes. For these providers, Plans will be streamlined documents that are submitted electronically. As in 2010, the performance of these providers will be monitored through fund-specific indicators.
ACE funding
ACE funding received by schools, community providers, and REAPs is expected to contribute the three ACE priorities, which are aligned with the TES core roles, Government expectations, and the TES priorities. ACE providers are expected to review their own programmes and delivery models to ensure that they are well aligned to the ACE priorities:
- raising foundation skills
- targeting learners whose initial learning was unsuccessful
- strengthening social cohesion.
Gateway funding
In agreeing Gateway funding for 2011, the TEC will be seeking high performance from existing programmes. Potential increases in the number of Gateway placements at existing Gateway schools will be dependent on strong past performance, as measured by past levels of credit achievement, and available funding.
Fund specific information for schools, REAPs, and community providers
The funds received by schools, REAPs, and other community providers in 2011 will continue to be monitored using fund-specific performance indicators and minimum achievement levels determined by the TEC. The specific performance indicators and funding requirements for these funds can be seen using the following links:
When providers submit their proposed Plans, these indicators and the minimum achievement levels will be pre-loaded into the online tool.
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Last changed:
28 May 2010