In August the ACE Sector Strategic Group (ASSG) prepared feedback for the Minister for Tertiary Education and Skills, Hon Penny Simmonds, on a range of proposed variations to current funding determinations. The proposed variations are scheduled to come into effect on 1 January 2025 and it is important that our views and voice are heard during deliberations.

Our submission highlighted our role as critical partner in the education system, with a history of engaging with and changing the lives of New Zealanders who are sometimes socially and economically marginalised, as well as meeting intergenerational needs that can at times inhibit success in education and employment.

We noted that the current funding requirements for our sector can be onerous for many of our small and new sector members, many of whom are reliant on volunteer contributions and small grants and donations. The parameters of the funding process administered by the TEC are narrow and often with excessive requirements that can be inappropriate for the level of funding being sought.

We also advocated for greater social investment by Government to create a broader view of outcomes, providing greater value for money and, through effective local solutions, enabling reduced benefit dependency and effective support for people going back to work.

Key submissions on the proposed variations focused on the provision of greater clarification around the use of online and face-to-face learning. The proposed changes are quite explicit in requiring face-to-face delivery and it is our view that Synchronous Online Learning (a combination of online and face to face) maintains high levels of interaction between tutor and learners. It does not replace face-to-face provision, but it does enable greater reach and access to ACE and a variety of programmes for New Zealanders. We encouraged Minister Simmonds to consider this aspect in her final decision making.

We also requested that the Literacy and Numeracy Adult assessment Tool (LNAAT) that has been designed to assess adult reading, writing, numeracy, vocabulary and English proficiency be retained as the key criterion of assessment criteria for most Foundation-level funds and learners, except for ESOL and neurodiverse learners for whom LNAAT is not, or may not, be suitable.

Finally, our submission requested that any references to qualifications’ levels as a key criterion of assessment criteria for most Foundation-level funds be removed and that nine fields of study identified on the New Zealand Standard Classification of Education (NZSCED) be excluded from the definition – undergraduate, postgraduate, or Level 5 or above Qualification gained in New Zealand or that is listed on the NZQCF – allowing TEOs to seek written approval from TEC when applicable for learners. These include:

• 090314 Tikanga – Māori Customs
• 091502 Te Reo Māori
• 100101 Music
• 100103 Drama and Theatre Studies
• 100105 Dance
• 100106 Ngā Mahi a Rēhia (Māori Performing Arts)
• 100199 Performing Arts not elsewhere classified
• 100506 Ngā Mahi a te Whare Pora (Māori Weaving)
• 1003 Visual Arts and Crafts.

In conclusion, we reiterated to the Minister that as a critical partner in the education system we would value the opportunity for conversations with the Ministry of Education and the TEC to consider new and additional contributions of the ACE sector towards the current government agenda. If you want