Category: MIL-OSI

Source: Tertiary Education Commission

Last updated 11 March 2025
Last updated 11 March 2025

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Funding across the tertiary sector varies across years. In most instances these variations are due to funding adjustments, mergers or where funds end or are amalgamated.
Funding across the tertiary sector varies across years. In most instances these variations are due to funding adjustments, mergers or where funds end or are amalgamated.

The All Grants Provider Funding Publication spreadsheet contains information on the funding we provided to the tertiary education sector for 2021, 2022, 2023, 2024 and 2025 calendar years. 
This information was extracted as of 11 June 2025.
All Grants Provider Funding Publication spreadsheet (XLSX 3.2 MB)
What the spreadsheet tells you
The spreadsheet includes allocations, recoveries, and performance adjustments for every tertiary education organisation (TEO) we fund.
You can view funding allocation information by year, fund, subsector, region of TEO head office, or by provider.
Filters allow you to view allocations, recoveries and performance adjustments separately and to see year-by-year comparisons.
The contents of the spreadsheet
There are six tabs in the spreadsheet. These are:

Tab

Tab name

Contains

1

Definitions and explanatory notes

Summary funding information

2

Merger list

A list of organisations which merged between 2021–2025

3

2021–2025 summary

Allocations by appropriation and fund

4

2021–2025 comparison

Allocations comparing any two specified years

5

Regional summary by provider

Allocations by provider and region based on the location of the TEO’s head office

6

Regional summary by fund

Allocations by fund and region based on the location of the TEO’s head office

All Grants Provider Funding Publication spreadsheet
All Grants Provider Funding Publication spreadsheet (XLSX 3.2 MB) – as at 11 June 2025.
Note this spreadsheet is protected from editing. To enable editing and be able to expand the data lists follow these steps:

To activate the drop down menus, you will need to click “Enable Editing” on the spreadsheet. 
You will then see a message in the title bar: “An author has marked this workbook as final to discourage editing.” Choose “Edit Anyway”.
You should now be able to expand the lists marked with a “+ ”.

Funding allocations and final funding
While we determine most funding allocations before the start of the calendar year, funding changes are made during the year. These include:

new allocations
changes to existing allocations
performance adjustments
recoveries for under-delivery. 

The information provided in each update of the All Grants Provider Funding Spreadsheet reflects these changes until the allocation of funds and the recoveries for a particular year are complete.
Funding across the tertiary sector varies across years. In most instances these variations are due to funding adjustments, mergers or where funds end or are amalgamated.

Related Content

Source: Tertiary Education Commission

Last updated 11 June 2025
Last updated 11 June 2025

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This page outlines our approach to 2025 in-year additional funding requests (AFRs).
This page outlines our approach to 2025 in-year additional funding requests (AFRs).

The application period is 1 May to 30 September 2025.
Template for 2025 In-Year Additional Funding (XLSX 155 KB)
You can now apply for 2025 in-year additional funding at any time until 30 September 2025. Below are the final application submission dates for each month.

Application submission date 

15/5/2025 

12/6/2025 

17/7/2025 

18/8/2025 

September (a) 

19/9/2025 

September (b) 

30/9/2025 

Submissions received after 30 September 2025 will not be accepted.
The template outlines the process for submitting your application for in-year additional funding, along with the information required to appropriately assess your request. We expect to advise outcomes within four to six weeks of the submission date. It may take longer than this in some circumstances or if we require additional information. 

Targeted funds
As in 2024, we are taking a targeted approach to additional funding for the following funds:

Delivery at Levels 3 to 7 (non-degree) on the New Zealand Qualifications and Credentials Framework and all industry training (DQ3-7) Fund
Delivery at Levels 7 (degree) to 10 on the New Zealand Qualifications and Credentials Framework (DQ7-10) Fund.

The Tertiary Education Commission (TEC) will contact tertiary education organisations (TEOs) that we consider meet the following criteria:

demand from learners in 2025 within targeted priority areas
history of strong Education Performance Indicators (EPIs)
strong focus on improving educational outcomes for all learners.

We will also consider other factors, such as:

availability of funding for 2025 and outyears  
External Evaluation and Review ratings
the Fund’s intent
2025 April Single Data Return supported by the March interim forecasts, including whether returns were submitted on time
2024 and 2025 AFRs, data and TEO engagement
advice received from Workforce Development Councils (WDCs)
relevant supporting evidence from the TEOs and their stakeholders
delivery over 105%
financial viability, whether a repayment plan is or has recently been established, and if any debt is outstanding or owing to the TEC. 

Funds not open for additional funding 
The following funds are subject to specific constraints, which mean we will not be targeting additional funding and TEOs cannot apply for additional funding:

Adult and Community Education (ACE) in Communities and ACE in Schools
TEO-led Workplace Literacy and Numeracy Fund
Delivery at Levels 1 and 2 on the New Zealand Qualifications and Credentials Framework (DQ1-2) Fund
Youth Guarantee (YG) All Levels.

Should money become available for these funds, through under-delivery or returned funding, we will notify you of our intended approach to additional funding.
Funds open for additional funding
The following funds are not subject to the targeted approach and TEOs can apply for additional funding:

Intensive Literacy and Numeracy Fund
ACE in Tertiary Education Institutions (TEIs)
English Language Teaching Intensive Literacy and Numeracy Fund
Refugee English Intensive Literacy and Numeracy Fund.

Source: Tertiary Education Commission

On this page:

Funding for micro-credentials
We want to invest in micro-credentials, delivered by highly capable TEOs, that meet the needs of industries and communities, and support government priorities. To be funded, micro-credentials need to meet a clearly established industry or community need, be tightly focused on a set of skills, and have stand-alone value.
Not all quality-assured micro-credentials can be funded by the Tertiary Education Commission (TEC) as we have to prioritise how we distribute funding. Our investment in micro-credentials will complement rather than replace existing privately funded training. Alongside the micro-credentials we fund, we expect employers, industries, and learners will cover the full cost of others themselves.
We are open to funding micro-credentials at any level of the New Zealand Qualifications and Credentials Framework (NZQCF), but we want to ensure learners are supported to make good choices, including enrolling in full qualifications where appropriate.
For more information on the micro-credential funding conditions, see the DQ1-2, DQ3-7 and DQ7-10 funding conditions for the relevant year.
Eligible organisations
All TEOs eligible for Delivery on the NZQCF funding, at any level (DQ1-2, DQ3-7 (non-degree) and DQ7-10), can apply for funding to deliver micro-credentials.
If your organisation is not currently approved to receive any funding from us via an Investment Plan, you will first need to apply for funding as a new provider. For more information about this, see Application to receive TEC funding.
Talk to us early
If you are a TEO creating a new micro-credential, you may choose to get in touch with us early in the development process before submitting it to the New Zealand Qualifications Authority (NZQA).
We may be able to advise you if it is something we could potentially fund before you invest resources into developing it.
Any advice is provisional, based on the information known to us at the time, and does not replace the application and assessment process.
To receive guidance from the TEC on funding eligibility for your micro-credential, please email micro-credential@tec.govt.nz.
How to apply
The current TEC criteria and guidelines for the approval of TEO-developed micro-credentials came into effect on 1 November 2022. All applications must meet the approval criteria and use the form below.  

How to submit your application
Please read the criteria and guidelines carefully and submit your completed application through DXP Ngā Kete.
Let us know when you’ve submitted, by emailing micro-credential@tec.govt.nz.  
You can apply at any time. We expect to advise outcomes within six weeks. It may take longer in some circumstances or if we require additional information.
WDC-developed micro-credentials
Workforce Development Councils (WDCs) developing micro-credentials for which TEOs may seek TEC funding approval will need to be familiar with what we will and won’t fund.
Funding requirements can be found in the DQ1-2, DQ3-7 and DQ7-10 funding conditions for the relevant year.
You can also find more information at:
WDC-developed micro-credentials and qualifications 
Please be aware that where a WDC-developed micro-credential does not meet our investment requirements, we will not fund its delivery.
A TEO wanting to gain accreditation to deliver a micro-credential developed by a WDC must first apply to NZQA. If granted accreditation by NZQA, the TEO can then enter the micro-credential into DXP Ngā Kete.
If you have any questions about this, please call us on 0800 601 301 or email customerservice@tec.govt.nz.
Fee limits on micro-credentials
For information on fee limits on micro-credentials, including exception criteria, see Fee cap for micro-credentials.
Re-prioritising funding from existing allocation
If we approve a micro-credential for funding, we expect that in most cases TEOs will re-prioritise funding from within their existing allocation. To do this, you need to make an in-year Plan Amendment via a Mix of Provision (MoP) change in DXP Ngā Kete.
You can increase the number of learners you enrol in the micro-credential over time (and make any necessary changes to the MoP), but you need to ensure the micro-credential continues to meet the priorities set out in the Tertiary Education Strategy, Plan Guidance and Supplementary Plan Guidance in force at the time of the proposed increase.

If we approve your micro-credential for funding and you would like to seek additional funding for it, you can submit an additional funding request either at the time of your micro-credential application, or after it is approved. You will need to follow the standard process for additional funding. You can do that as part of the annual investment round or as an in-year additional funding request.
We may consider investing additional funding to support micro-credentials if there is an exceptionally compelling case for strong employer or community demand and a clear contribution to government priorities.
In considering further funding, we will look at your TEO’s performance in existing provision, including whether existing allocation can be reprioritised from lower-performing provision to the micro-credential.

Source: Tertiary Education Commission

On this page:

Funding for micro-credentials and qualifications
WDCs need to be aware that micro-credentials and qualifications must meet the Tertiary Education Commission’s (TEC’s) funding conditions to be eligible for funded delivery by tertiary education organisations (TEOs).
Funding conditions include requirements relating to the eligibility of programmes and micro-credentials. For information on funding conditions, see funding conditions for the relevant year.
Why this matters
If TEC funding conditions are not met, the cost of delivery will need to be covered by employers or learners.
We encourage WDCs to engage with the TEC early in the development process, if they intend for a micro-credential or qualification to be delivered by a TEO using public funding.
Funding is only available where micro-credentials and qualifications meet the base and fund-specific funding conditions.
The two main funds used by TEOs delivering WDC-developed micro-credentials and qualifications are:

Delivery at Levels 1 and 2 on the New Zealand Qualifications and Credentials Framework (DQ1-2)
Delivery at Levels 3 to 7 (non-degree) on the New Zealand Qualifications and Credentials Framework and all industry training (DQ3-7).

What is excluded from funding?
Two exclusions may mean a WDC-developed micro-credential, or qualification is ineligible for TEC funding:

Health and safety or regulatory compliance learning
Post-entry health-related professional qualifications or micro-credentials.

Health and safety or regulatory compliance learning
Under DQ1-2 and DQ3-7 funding, the TEC cannot fund a TEO for a programme or micro-credential where:

we consider on reasonable grounds that a majority of the programme relates to health and safety, or regulatory compliance learning, and
that learning would displace the responsibility of employers to provide training necessary to mitigate their health and safety risks – or meet their regulatory compliance obligations.

Note: 51% or more is how we define ‘majority’ for the purposes of assessment.
We focus on content that displaces an employer’s legal responsibility, eg, requirements under the Health and Safety at Work Act 2015 that keep workers and those impacted by business operations safe and well.
What is or isn’t considered within the 51% threshold?
This content does not contribute to the 51% or more threshold:

health and safety and regulatory compliance content that is embedded in broader occupational or technical skill development
content that supports transferable industry wide skills.

This content does contribute the 51% or more threshold:

stand-alone health and safety or regulatory compliance training that exists primarily to meet legal obligations
general or theoretical compliance learning not linked to practical skill development
site- or employer-specific training (eg, inductions, emergency procedures). 

Health-related professional qualifications or micro-credentials
TEC funding can only be used for post-entry health-related professional qualifications or micro-credentials if they meet specific conditions regarding their academic or research nature and clinical components.
Programmes, micro-credentials, and/or their component courses are eligible for funding if they:

lead to the award of a post-entry health-related professional qualification or micro-credential, and
are of an academic or research nature and have a clinical component of 30% or less. 

Programmes, micro-credentials, and/or their component courses are not eligible for funding if they:

lead to the award of a post-entry health-related professional qualification or micro-credential, and
have a clinical component of more than 30%, and either

require clinical education or training, or
have an emphasis on specialist clinical professional skills. 

Conditions for delivery at Levels 1 and 2 on the New Zealand Qualifications and Credentials Framework (NZQCF)
There are some additional requirements to be aware of for delivery at Levels 1 and 2 on the NZQCF, funded through DQ1-2:

A micro-credential must be at least 20 credits in size.
Programmes and micro-credentials must include embedded literacy and numeracy (except for programmes in English language or te reo Māori).

Note: These requirements apply to provision funded through DQ1-2, which supports provider-based delivery. If a Level 1 or 2 programme or micro-credential is delivered in a work-based setting (ie, the learner is employed and training occurs in the workplace), it is instead funded through the DQ3-7 fund. WDCs should take care to align the intended delivery mode with the appropriate fund when developing qualifications and micro-credentials at Levels 1 and 2.
As stated above, restrictions on health and safety and regulatory compliance apply under both DQ1-2 and DQ3-7 across work-based and provider-based modes of delivery.
General guidance for WDCs

Engage early: Contact TEC if you intend for a qualification or micro-credential to be eligible for funding.
Be aware of funding conditions: Be aware of the conditions that are imposed on the fund that a qualification or micro-credential would be funded under.
Be mindful of thresholds: TEC uses a 51% rule to assess whether health and safety or regulatory compliance content is the dominant purpose of a credential, therefore making it ineligible for funding.

Source: Tertiary Education Commission

Last updated 10 June 2025
Last updated 10 June 2025

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Auckland University of Technology’s (AUT’s) Te Mātāpuna Library & Learning Services share their approach to embedding academic support services that enable better outcomes for learners.
Auckland University of Technology’s (AUT’s) Te Mātāpuna Library & Learning Services share their approach to embedding academic support services that enable better outcomes for learners.

Te Mātāpuna Library & Learning Services are getting their library workshops and resources in front of thousands of AUT students, which is making a positive impact on learner success.  
Kate Absolum, Senior Manager Learning and Academic Engagement at Auckland University of Technology’s Te Mātāpuna Library & Learning Services, covers three key initiatives in this Learner Success Community of Practice lightning session.  
First, Kate shares how AUT’s library services have embedded learning support into academic courses and how this has helped enable better learner outcomes. She then covers the asynchronous learning materials available through their library, and how they support students to use generative AI ethically and productively.  
Kate has over 20 years of experience teaching, writing and designing learning materials across diverse educational settings in New Zealand, Australia, South Korea and Hong Kong. Her areas of interest and expertise include curriculum development, assessment and materials design, academic integrity, generative AI and academic literacy education. 
To watch Kate’s 12-minute lightning session, visit the Learner Success Community of Practice. 
Learner Success Community of Practice sessions 
The Tertiary Education Commission hosts online and pre-recorded online Community of Practice sessions in partnership with the tertiary sector. The aim is to connect tertiary education organisations to share knowledge, collaborate, and promote individual, group and organisational development to improve the success of their learners. 
To find out about upcoming sessions, please contact 0800 601 301 or customerservice@tec.govt.nz with the subject line [EDUMIS # Learner Success Community of Practice]. 
To view recordings of previous sessions, visit Learner Success Community of Practice. 

Source: Maritime Union of New Zealand

The Maritime Union of New Zealand says the Cook Strait ferry service is struggling, with the entire Interislander fleet currently either suffering breakdowns, wave damage or being taken out of service for audit.

Maritime Union of New Zealand National Secretary Carl Findlay says the vital transport link is hanging by a thread, with ongoing disruption.

He says the Aratere has once again experienced technical issues, following engine shaft problems in Picton on Wednesday evening that caused several hours of delays. Crew members and passengers had to remain on board before being able to disembark in Wellington.

Over the previous weekend, Kaiarahi had its bow door damaged in rough seas, which will be welded shut to allow it to continue to operate until a scheduled dry dock in Singapore in July.

Kaitaki is being pulled from service this weekend for a Maritime NZ audit.

KiwiRail announced in May 2025 it would remove the rail-enabled Aratere ferry from service in August 2025, and is now seeking to cut 70 jobs for MUNZ members in the deck and catering departments on the Aratere.

Mr Findlay says the Union had flagged the dangers of removing a key vessel from service, and the current situation showed that KiwiRail needed to rethink their plan.

He says technical problems with Cook Strait ferries extended to the private operator Strait Shipping, and had their roots in a failure to invest in modern shipping and infrastructure by the Government and private operators.

Mr Findlay says the cancellation of the iRex project by Finance Minister Nicola Willis was going to cause years of disruption as the iRex ferries would have been entering into service over the next year or two.

New ferries announced by Minister of Rail Winston Peters are now not expected until at least 2029.

Source: New Zealand Police

Police are attending a crash on Wakapuaka Road, Nelson.

The crash involved two vehicles and was reported at around 6.30pm.

The road is currently blocked both ways.

Motorists are advised to expect delays, avoid the area and take alternative routes where possible.

ENDS

Source: Environment Canterbury Regional Council

Source: New Zealand Police

The search is continuing for missing New Plymouth woman Jan, with Police, LandSAR and other volunteers out searching around the Thomason Road and Lake Mangamahoe areas today.

We’re asking anyone out along the mountain bike and walking tracks to keep an eye out for Jan.

In addition to this, if any farmers or residents in the surrounding areas of Alfred Road and Albert Road could check their paddocks, backyards, sheds, sleepouts and under anything where a person could seek shelter.

Jan was last seen walking north along State Highway 3 near the intersection of Thomason Road, between Egmont Village and New Plymouth at around 11am on Tuesday 10 June.

She was last seen wearing long pants and a green jacket.

If you have seen Jan, or have any information that could help, please contact Police via our 105 service, either over the phone or online at 105.police.govt.nz.

Please reference the file number 250611/5626.

ENDS

Issued by Police Media Centre

Source: Environment Canterbury Regional Council