On this page:

• Eligibility
• Learner eligibility
• Programme eligibility

Eligibility

For details of tertiary education organisation (TEO) eligibility, programme eligibility, and learner eligibility please see the funding conditions for the relevant year.

Funding conditions by year

Learner eligibility

Low skills in literacy and/or numeracy requirements

Learners must meet all of the following criteria to be considered to have low skills in literacy, numeracy, or literacy and numeracy. They must:

• when assessed using the Literacy and Numeracy for Adults Assessment Tool (LNAAT)*, present at:
  • Step 3 or lower for reading, and/or
  • Step 4 or lower for numeracy, and
• either:
  • have fewer than 121 credits on the New Zealand Qualifications and Credentials Framework (NZQCF) (or equivalent), or
  • have more than 120 credits on the NZQCF (or equivalent), and have fewer than 31 credits in literacy and/or numeracy, and
• not have an undergraduate, postgraduate, or Level 5 or above qualification gained in New Zealand or that is listed on the NZQCF.

From 2026, you can only enrol learners with Level 5 or above qualifications if they have literacy and/or numeracy challenges that justify their enrolment, with our written approval.

For information on how to apply for an exemption to enrol a learner with a Level 5 or above qualification, see Exemptions – Intensive Literacy and Numeracy. 

Literacy and Numeracy for Adults Assessment Tool (LNAAT)

The LNAAT is an online adaptive tool that provides robust and reliable information on the reading, writing and numeracy skills of adults.

* You must use the LNAAT to determine learner eligibility, unless the learner has a disability that prevents them from completing the LNAAT.

The LNAAT score must match the learner’s programme.

• Literacy programmes need a low literacy score.
• Numeracy programmes need a low numeracy score.
• If a programme includes both literacy and numeracy, the learner only needs to meet one of the two requirements.

For more information about using the LNAAT see the LNAAT Guidelines.

LNAAT Guidelines

Enrolment

A learner may be enrolled and/or re-enrolled in an ILN-funded programme as long as they continue to meet the learner eligibility criteria set out in the funding conditions for the relevant year.

Funding conditions by year

Combining learner enrolments at the same TEO

Where there is a gap of less than 90 days between a learner’s enrolments, we count these as one enrolment (minus the length of the gap).

Programme eligibility

Changes to programme delivery modes from 2026

From 2026, ILN programme delivery must be:

• face-to-face
• synchronously online where it is in the best interest of the learner or learners, or
• asynchronously, with our prior written approval due to exceptional circumstances.

We expect most ILN programmes to be delivered face-to-face. In-person delivery generally provides the strongest foundation for literacy and numeracy learning, especially at foundation levels.

In some cases, synchronous online delivery is the most effective way to support learners. When this synchronous online delivery is clearly in the best interests of the learner, written approval is not required.

Asynchronous and synchronous delivery

From 2026, you must have prior written approval due to exceptional circumstances to deliver asynchronously.

Asynchronous delivery refers to a mode of learning where the teaching and learning activities mainly occur without real-time interaction. The facilitator is not physically or virtually present when the learner engages with the material. Learners engage with material, access resources and complete tasks independently. Feedback and support typically occur through delayed channels such as forums, email or recorded media. 

Examples of asynchronous delivery include: 

• pre-recorded videos or audio 
• self-paced online modules 
• paper-based learning materials 
• discussion boards and forums 
• email-based learning 
• digital learning materials 
• collaborative documents.

Synchronous delivery refers to a mode of learning where teaching and learning activities mainly occur in real time. The facilitator is physically and/or virtually present while learners engage with the material, enabling immediate interaction, discussion and feedback. 

While some components may be completed independently by learners, the predominant learning experience is live and facilitated. 

Examples of synchronous delivery include: 

• live online classes or webinars 
• face-to-face classroom sessions 
• real-time virtual workshops 
• live-streamed lectures 
• interactive video-conferencing sessions 
• scheduled group discussions or tutorials.

For information on applying for an exemption to deliver asynchronously, see Exemptions – Intensive Literacy and Numeracy.

What does 'best interests of the learner' mean?

'Best interests of the learner' means choosing the delivery mode that best supports learners' success and wellbeing. Delivery should enable learners to participate fully and progress in their learning, while respecting their identity and circumstances. Decisions should reflect what enables learners to engage in education, rather than what is most convenient or cost-effective.

The best interests of the learner should be considered in relation to the learner’s or learner cohort’s whole context and include both:

• enabling access to education, and
• your capability to deliver effectively, including appropriate:
  • delivery methods 
  • pastoral care, and 
  • learning support.

Enabling access to education

Does the delivery mode allow learners to fully participate and progress in their learning?

Consider:

• transport to delivery locations
• flexibility around work rosters and caregiving responsibilities
• learner locations, such as rural areas
• whether the programme is specialised and not widely available face-to-face
• whether certain elements of the programme require a certain delivery mode
• access to suitable online tools, including reliable internet, appropriate devices (not phones), and suitable learning environments
• access to assistive tools for disabled or neurodivergent learners, or those with other needs.

When making decisions about access, consider:

• Are learner needs prioritised?
  • Is the mode chosen based on what supports success and wellbeing? Consider individual learner circumstances, including financial concerns, caregiving responsibilities and cultural circumstances.
  • Does the programme require a certain mode (e.g. hands-on activities for the development of particular foundation skills)? Is a hybrid mode feasible?
  • What feedback have you heard from learners about the delivery mode?
• Will changing the delivery mode improve access and engagement compared to face-to-face?
  • For example, is online delivery the only way some learners can access this programme?
• How will you mitigate barriers to education for learners?
  • How will you ensure reliable digital access, appropriate devices, and suitable learning spaces?

Your capability to deliver effectively

Do you have the capability to deliver the programme effectively within the chosen mode?

Consider:

• the appropriate delivery method for developing foundation skills, considering individual learner barriers, for example, learning disabilities
• providing pastoral care that supports wellbeing and reduces isolation
• ensuring individualised learning opportunities, meaningful engagement, interaction, relationships and feedback
• upholding mana and enabling whakawhanaungatanga, ensuring cultural responsiveness.

When making decisions about capability:

• Are learner needs prioritised?
  • Consider the required level of pastoral care and learner support for the programme and particular learner/learner cohort.
• Do you have the capacity and capability for the chosen mode?
  • How can you design the programme specifically for digital delivery, making the most of online learning opportunities and delivery methods rather than replicating the in-person experience?
  • Do you have systems and suitable staff for pastoral care and learning support?
• Have you considered the cost implications of moving to another delivery model?
  • For example, additional staff technology and systems required.
• How will you maintain quality?
  • How will you ensure assessment integrity, high engagement, and meaningful interaction?
  • How will you ensure learners come away with sufficient skills and knowledge expected from the programme in this delivery mode?

Please use our learner success tools, particularly the best practice in online delivery resources, to help you support your learners:

Resources to help support your learners

You must be able to explain how you reached your decision to deliver synchronously online. We may ask you to provide us with information about how you have determined online synchronous delivery is in the best interests of the learner or learners. We recommend you keep clear records showing how you considered the best interests of the learner and applied the considerations above.

ILN and DQ/Youth Guarantee programmes

ILN-funded learners should complete the ILN-funded programme before being enrolled in a Delivery at Levels 1 and 2 on the New Zealand Qualifications and Credentials Framework (DQ1-2) and/or Youth Guarantee (YG) funded programme.

ILN-funded learners are generally unlikely to have the literacy and numeracy skill needed to succeed in DQ1-2, YG, or a programme above Level 2. Learners should only move to DQ1-2 or YG programmes once they have the literacy and numeracy skill to be successful. For example, presenting at Step 3 or higher on the Learning Progressions for reading and/or numeracy on the LNAAT.