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All organisations receiving Adult and Community Education (ACE) funding must: Work with communities and other local ACE providers in the development of their ACE programmes and activities to meet identified community learning needs, and Comply with ACE quality assurance arrangements, which includes ongoing annual self-review of progress against the arrangements.
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Universities may aggregate enrolments when it is not practicable to record individual course enrolments in an ACE activity. This aggregation of enrolments results in 'notional EFTS'. Notional EFTS units must amount to no more than 10 percent of an individual university's annual ACE funding. Universities must record notional EFTS computations, and the reason why notional EFTS have been claimed,…
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A class of day school students, delivered by schools, private training establishments, rural education activities programmes, or community providers, may not be re-organised as an ACE course even if it is taken outside usual day school hours.
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Fee levels for learners enrolling in ACE programmes are to be recommended by the coordinator and approved by the Board of Trustees. Fees must realistically reflect the actual cost.
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Schools may make Adult and Community Education (ACE) funding available for use by community organisations and other schools in their region that do not receive TEC funding. The funding may only be used to deliver ACE provision or to organise ACE activities. Schools must notify the TEC of any proposal for making ACE funding avaliable to another organisation. The school must not require any…
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Rural education activities programmes may seek and receive co-payments from sources other than the TEC for the development and operation of brokerage and facilitation services for community learning opportunities to communities of learners.
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All tertiary education organisations recieving Adult and Community Education (ACE) funding must meet the ACE quality assurance arrangements by: Designing and providing ACE programmes and activities that align with the three funded ACE priorities; Developing and maintaining systems and practices that underpin ongoing quality assurance, including an annual self-review of those systems and…
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Organisations receiving Adult and Community Education (ACE) funding must do both the following: Meet external audit and review requirements for ACE quality assurance Complete an annual self-review of the ACE quality assurance action plan.
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Any private training establishment, rural education activities programme, community provider or school that accumulates surplus Adult and Community Education (ACE) funds from its ACE income at the end of any financial year must retain this ACE surplus within the ACE ledger to be carried forward to successive years.
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The following rules apply in respect of fees charged by tertiary education organisations (TEOs) that recieve Tertiary Education Commission funding for Adult and Community Education (ACE): All fees must be approved by the TEO's governing body Fees may be charged to learners on an activity-by-activity basis Fees should reflect the actual cost of the course, yet be appropriate for the purpose and…
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Adult and Community Education (ACE) funding must not be used to run professional development courses for teachers and tutors of ACE.
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The amount of Adult Literacy Educator funding for individual learners that an eligible tertiary education organisation (TEO) can receive may not exceed the maximum amount set by the Tertiary Education Commission (TEC) unless the TEO has obtained prior written approval from the TEC.
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Tertiary education organisations (TEOs) receiving Adult Literacy Educator (ALE) funding must do all of the following: Deliver one or more of the following: National Certificate in Adult Literacy Education (Vocational Tutor/Lecturer or Workplace Trainer) National Certificate in Adult Literacy Education (Educator) Diploma in Education (Adult Literacy and Numeracy Education) Graduate Diploma of…
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Tertiary education organisations receiving Adult Literacy Educator (ALE) funding for 2011 provision must submit the following: ALE report four times per annum, on 15 March, 31 July, and 15 December (for third trimester delivery), with the final report due on 1 February 2012. These reports should focus on three key areas: funded qualifications, including individual papers and/or unit standards…
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Courses contributing to the count of programmes at New Zealand Qualifications Framework Level 1 - 3 with embedded literacy and numeracy must include assessment of learners using the Literacy and Numeracy for Adults Assessment tool: Each learner must be assessed against at least one strand of the Learning Progressions, selected from either the reading or the numeracy strand Followup assessments…
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Schools receiving Gateway funding must do all of the following: Develop individual learning plans for funded learners Enter into a written agreement with each employer providing workplace learning, recording the objectives and the duration of any placement before the placement commences Ensure that each learner is provided with any tools, equipment, safety clothing and tuition materials that ma…
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Gateway funding must not be used for any of the following: Activities already funded by the Crown Charging for the school space used by the Gateway Co-ordinator Charging for the use of school office services, except for additional staff resources needed to meet Gateway requirements.
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Funding is payable for the number of eligible learners enrolled in the Gateway programme up to the number of learners agreed in the school's approved Investment Plan.
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To be eligible for Gateway funding learners must be school students enrolled in year 11, 12, or 13+, and be capable of undertaking a structured work placement and attaining credit achievement in the workplace.
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Schools receiving Gateway funding must achieve the following targets: An average occupancy level of at least 75% over the calendar year The average number of credits achieved per learner must meet or exceed the national standard of 10 credits on the New Zealand Qualifications Framework.
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To be eligible for Intensive Literacy and Numeracy funding, projects must meet all of the following: Be delivered at no cost to students Deliver a minimum of 100 direct learning hours per individual student within a 5–20 week period (organisations can seek funding for more than one module) Use the Literacy and Numeracy for Adults assessment tool to measure literacy and numeracy gains and outcom…
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To be eligible for Intensive Literacy and Numeracy funding, learners must meet both of the following Be a NZ citizen or permanent resident Meet one of the following: Have 80 credits or less on the National Qualifications Framework Have more than 80 credits, but less than a combined total of 12 credits in literacy (English) and numeracy (Mathematics) unit/achievement standards.
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For a tertiary education organisation to receive Intensive Literacy and Numeracy funding, learners must have low levels of literacy and/or numeracy, considered as below level three on the Adult Literacy and Life Skills Survey.
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Tertiary education organisations (TEOs) receiving Foundation-Focused Training Opportunities (FFTO) funding must do all of the following: Deliver training, as approved by the Tertiary Education Commission Provide a learning environment that is responsive and flexible to meet the physical, cultural and learning needs of learners Ensure that learners and other stakeholders are fully informed about…
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Tertiary education organisations must achieve the following targets for learners in Foundation-Focused Training Opportunities (FFTO) provision: A minimum of 80% of learners confirmed in FFTO training complete a course of study of at least 14 weeks All learners completing a minimum 14 week course achieve at least three unit standards A minimum of 38% of learners achieve employment outcomes…
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Tertiary education organisations receiving Foundation-Focused Training Opportunities (FFTO) funding must make the following information available to the Tertiary Education Commission upon request: The daily record of learner attendance All relevant enrolment and supporting documentation required to verify an individual learner’s eligibility to undertake training Assessment and unit achievement…
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Tertiary education organisations delivering Foundation-Focused Training Opportunities (FFTO) programmes must provide the Tertiary Education Commission with all reports, information, and documents required when and as stated in the FFTO Handbook (PDF, 496 Kb).
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Tertiary education organisations receiving Skill Enhancement funding must make the following information available to the Tertiary Education Commission upon request: The daily record of learner attendance All relevant enrolment and supporting documentation required to verify an individual learner’s eligibility to undertake training Assessment and credit achievement results for each learner The…
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Tertiary education institutions must provide the Tertiary Education Commission (TEC) with reports in a format specified by the TEC, which includes the following information: A summary of actual expenditure Achievement of agreed performance indicators and targets Any other information the TEC reasonably requests.
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To be eligible for Workplace Literacy funding, training programmes must use the Literacy and Numeracy for Adults assessment tool to measure literacy and numeracy gains and outcomes for funded learners: Each learner must be assessed against at least one strand of the Learning Progressions, selected from either the reading or the numeracy strand Follow-up assessments must be against the same…
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Tertiary education organisations (TEOs) receiving Youth Training funding must: Deliver training, including support services and workplace learning, in the geographical area as approved by the Tertiary Education Commission Provide a learning environment that is responsive and flexible to meet the physical, cultural and learning needs of learners Ensure that all learners and other stakeholders ar…
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Tertiary education organisations receiving Youth Training funding must achieve the following targets: At least 60% of learners have progressed into, and are in, further training, education, or employment at two months after leaving the programme On average learners leaving the programme achieve at least 20 credits on the New Zealand Qualifications Framework Maintain occupancy of at least 75% fo…
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Tertiary education organisations must make the following information available to the Tertiary Education Commission upon request: The daily record of learner attendance All relevant enrolment and supporting documentation required to verify an individual learner’s eligibility to undertake training Assessment and credit achievement results for each learner The learning plans and records of…