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

TEO-led WLN is intended for individuals in the paid workforce. This includes employees, contractors and temporary staff working for the employer. 

Employees who participate in the programme must have low literacy and/or numeracy skills. These low literacy and/or numeracy skills may present as difficulties in:

• understanding written and/or verbal instructions
• completing forms (such as health and safety forms)
• reporting verbally and/or in writing
• understanding and/or completing basic calculations; and
• expressing literacy and numeracy through digital devices necessary for work.

These difficulties may be worsened by having English as a second language.

In 2026 the following learners are now eligible to be enrolled in TEO-led WLN:

• learners who are enrolled in a programme or micro-credential at Level 4 or above on the New Zealand Qualifications and Credentials Framework (NZQCF), and
• learners who are enrolled in a New Zealand Apprenticeship. 

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 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.

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 for the TEO-led WLN fund.

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.

We recommend you use the LNAAT at the beginning of the programme to identify employees’ literacy and numeracy skill levels. For more information about using the LNAAT see the LNAAT Guidelines.

LNAAT Guidelines

Apprenticeships and TEO-led WLN from 2026

From 2026, learners enrolled in a New Zealand Apprenticeship under DQ3-7 can also be enrolled in TEO-led WLN funding.

Funding conditions for DQ3-7 require literacy and numeracy to be embedded. You must determine the literacy and numeracy needs of eligible learners and provide support to meet those needs, in line with TEC guidelines.

TEO-led WLN must not be used to meet the embedded literacy and numeracy requirement in DQ3-7 apprenticeships and programmes.

TEO-led WLN should only be used where an apprentice or learner has additional literacy and numeracy needs that require more targeted learning that cannot be met through the embedded approach.

Programme eligibility

Changes to programme delivery modes from 2026

From 2026, TEO-led WLN 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 TEO-led WLN 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 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 TEO-led WLN asynchronously, see Exemptions.

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/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.

Intensity of delivery

Intensity of delivery must be 40 hours over any 10 to 40 week period (or the proportional equivalent for programmes with fewer hours).

The programme duration and delivery model should be agreed by the employer, employee, and TEO.

This delivery model is flexible, so programmes can run in ways that meet both employer and employee needs. For example, weekly sessions, or block delivery with breaks in between.

How to calculate intensity of delivery:

• Calculate the proportion:
  • Programme hours ÷ 40 = proportion
• Calculate the duration:
  • Proportion x 10 weeks = shortest duration
  • Proportion x 40 weeks = longest duration
• Round up the shortest duration to the nearest whole day.

Example: 25-hour programme

• 25 ÷ 40 = 0.625 (proportion)
• 0.625 x 10 weeks = 6.25 weeks (shortest 25-hour programme duration)
• 0.625 x 40 weeks = 25 weeks (longest 25-hour programme duration)

The 25-hour programme must be delivered over at least 6.25 weeks (rounded up to the nearest whole day) and over no more than 25 weeks.