Hui Taumata Matauranga September 2004 QA
Answers to the questions raised at the Hui Taumata Matauranga held in September 2004.
Resourcing for Tertiary Education
Increasing the quality and relevance of tertiary education provision is vital not only for New Zealand but also for students who share the cost of that education.
The purpose of the tertiary reforms is to bring the tertiary system closer to its stakeholders – the learners, their communities and New Zealand’s businesses. To be effective, the teaching, learning, research and knowledge transfer carried out by the tertiary sector needs to contribute to the unique social and economic priorities of particular communities and of the nation at large.
The Government’s Tertiary Education Strategy is about ensuring that graduates are equipped with skills and qualifications that will lead to better employment, an improved standard of living and increased lifestyle choices.
The Government has established the Tertiary Education Commission in order to ensure that the substantial levels of public funding for tertiary education are invested strategically, in line with the priorities set out in the Tertiary Education Strategy and the Statement of Tertiary Education Priorities. That means strengthening the contribution the tertiary system already makes to national goals such as economic transformation, social development, Māori development, Pasifika development, environmental sustainability, infrastructural development and innovation.
The Government is initiating a series of reforms across the Adult and Community Education (ACE) sector that are intended to align ACE with the broader tertiary education reforms and the Tertiary Education Strategy. New funding arrangements will be implemented over the next few years in line with the Government’s five national ACE priorities:
- Strengthening communities by meeting community learning need
- Encouraging lifelong learning
- Strengthening social cohesions
- Raising foundation skills
- Targeting learners whose initial learning was not successful.
The Tertiary Education Commission will be leading a consultation process on possible funding arrangements in 2005.
In addition, since 2001 the Adult Literacy Strategy has increased opportunities for adult literacy learning; developed the capability of providers to deliver high quality literacy provision; and developed our understanding about ways to engage and retain learners who are lacking in the skills to succeed on other programmes. The foundation learning work programme is currently building on this work to gather further evidence on what components are required for successful foundation learning. Phase two of the work programme from 2006 will implement funding arrangements designed to ensure that these learners can access quality foundation learning opportunities in an appropriate context.
Different funding rates apply for Private Training Establishments (PTEs) as they do not receive the 9.5% notional capital component in Equivalent Full Time Student (EFTS) funding that is received by Tertiary Education Institutions (TEIs). This recognises that PTE owners have full control over their capital, have claim to all residual capital upon closure, and should therefore be the parties primarily responsible for arranging the provision of new capital. EFTS subsidies received for courses in te reo Māori taught in TEIs, including wānanga that are TEIs, will therefore be funded at a higher rate than courses in the same funding category taught at PTEs.
Tuition subsidies will continue to reflect enrolments, but will also recognise providers’ performance in keeping learners engaged in – and succeeding in – tertiary education. The proposed Teaching Matters Forum and the National Centre for Tertiary Teaching Excellence will support tertiary educators and tertiary education organisations in consolidating best practice and developing new approaches.