Delivery mode requirements – Youth Guarantee

This page sets out the delivery mode requirements for programmes funded through the Youth Guarantee (YG) Fund.

On this page:

Changes to programme delivery modes from 2026

From 2026, YG programmes must be delivered:

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

We generally expect most YG programmes to be delivered face-to-face. In-person delivery provides the best support for learners at foundation levels.

Asynchronous and synchronous delivery

Asynchronous delivery

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.

You must receive our prior written approval for asynchronous online delivery, and we will only grant this in exceptional circumstances. For information on applying for an exemption to deliver asynchronously, see Exemptions – Youth Guarantee.

Synchronous delivery

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.

In some cases, synchronous online delivery may be the most effective way to support learners. When this approach is clearly in the best interests of the learner, you do not need written approval.

Best interests of the learner

“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:
- delivery method
- pastoral care
- learning support.

Enabling access to education

Does the delivery mode allow learners to fully participate and progress in their learning? Your considerations should include:

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 (eg, 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? Your considerations should include:

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: Learner success resources

You must be able to explain how you reached your decision to deliver synchronously online, if required. Keep clear records showing how you considered the best interests of your learners and applied the considerations above.