EPIs give a view of how well tertiary providers are helping students to achieve. They show how many students progress and stay in study, and how many courses, qualifications, and programmes are completed. EPIs are split into two main groups: provider-based EPIs and work-based EPIs, each with their own respective methodology for calculations.

Improving achievement for learners

The Tertiary Education Strategy (TES) sets out the Government’s priorities for the entire tertiary sector, with a specific focus on improving achievement outcomes for under-served learner groups. Through Plan Guidance and our other sector guidance, we set performance expectations for TEOs that align with these priorities.

Achieving sector wide improvements in educational outcomes for all learners is central to the TES, and the Tertiary Education Commission's (TEC’s) investment approach. EPIs help monitor progress against these government priorities by showing learner outcomes for all learners, Māori, Pacific, and non-Māori and non-Pacific learners, enabling TEC and TEOs to track improvements for both the whole sector and under-served groups.

Provider-based educational performance indicators

For universities, wānanga, New Zealand Institute of Skills and Technology, and private training establishments that deliver provider-based education.

Provider-based educational performance indicator interactive charts

You can view these EPIs through the provider-based interactive charts. They display performance information on the following:

• cohort-based first year retention rate
• cohort-based qualification completion rate
• successful course completion rate
• progression rate

For more information on how these EPIs are calculated, view the current methodology for TEOs submitting provider-based enrolments through the Single Data Return (SDR).

EPI methodology for provider-based provision (PDF 992 KB)

Work-based educational performance indicators

For tertiary education organisations (TEOs) that deliver work-based learning.

Work-based educational performance indicator reports

You can view these EPIs through the work-based reports by individual TEO. They display performance information on the following:

• cohort-based first year retention rate for apprentices
• cohort-based programme completion rate
• credit achievement rate

For more information on how these EPIs are calculated, view the current methodology for TEOs submitting work-based enrolments through DXP Ngā Kete.

EPI methodology for work-based provision (PDF 996 KB)

Understanding educational performance indicators

EPIs can be influenced by a range of factors. For a full understanding of how each measure is calculated, refer to the current methodology documents.

Factors that may affect an EPI include:

• mergers or transitions between TEOs, which can impact cohort-based EPIs
• the mix of student enrolments (for example, full-time versus part-time learners)
• external events such as natural disasters, which may disrupt teaching and learning.

Because cohort-based EPIs can track learners over several years, the full impact of these events may not be visible immediately.

Example:

If learners first enrolled in 2020, the impact of any disruption (such as a natural disaster) will appear in different years depending on the qualification level:

• Levels 1 to 3: two-year period, effects appear in 2021
• Levels 4 to 7 (non-degree): four-year period, effects appear in 2023
• Level 7 (degree) to 10: six-year period, effects appear in 2025