Monitoring and reporting

Monitoring and reporting

Last updated 3 December 2021
Last updated 3 December 2021

How tertiary education organisations (TEOs) report on Equity funding and how we monitor their performance.

Monitoring

We monitor tertiary education organisation's (TEO's) performance and practices to inform our decisions about future funding.

Reporting

TEOs should outline their support for these learner groups as part of their normal Investment Plan/funding allocation process documentation. For some TEOs this includes Learner Success Plans.

If TEOs are not submitting these documents they can expect their RMI/RA to contact them to discuss their plans for using this increase in Equity funding.

Learner Group

Requirement

Māori and Pacific Learners

If you receive Equity Fund Funding for Māori and Pacific learners, you must provide us with any information that we require in relation to these learners.

For further information, refer to the Equity Funding Conditions in the 2022 Funding Conditions Catalogue.

You can also find information in the SDR or ITR manuals.

Disabled Learners

If you receive Equity Fund Funding for disabled learners, you must provide us with any information we require through the SDR or ITR.

Most TEOs must also complete a report to show us how you use the funding.

The reporting template for each year will be loaded to your Workspace2. Your completed report will need to be uploaded to Workspace 2 no later than four working weeks from the time of notification.  

Young Learners with Low Prior Attainment

We expect providers and transitional ITOs to use this funding to identify and support young learners with low prior achievement (LPA).

TEOs should outline their support for these learner groups as part of their normal Investment Plan/funding allocation process documentation. For some TEOs this includes Learner Success Plans.

If TEOs are not submitting these documents they can expect their RMI/RA to contact them to discuss their plans for utilising this increase in Equity funding.