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From 2024, the learner eligibility criteria were updated in the funding conditions. These changes impact the following literacy and numeracy funds:

• EWLN - Employer-led Workplace Literacy and Numeracy Fund
• ILN - Intensive Literacy and Numeracy (ILN) Fund
• TEO-led WLN - TEO-led Workplace Literacy and Numeracy Fund.

This update included:

• Funding Condition 2.2(b), which prevents providers from enrolling learners with an undergraduate, postgraduate, or Level 5 or above qualification gained in New Zealand that is listed on the NZQCF, and
• Funding Condition 2.3, which allows providers to apply for an exemption to condition 2.2(b), in exceptional circumstances.

This change was influenced by audit data from the Monitoring and Crown Ownership (MCO) team, which indicated that some providers were enrolling learners who had already achieved qualifications at high levels.

This is not in line with the policy intent of the literacy and numeracy funds, to fund “learners with low levels of literacy and or numeracy”. However, there may be some learners with exceptional circumstances that still meet the policy intent.

Exceptional circumstances exist where an otherwise eligible learner:

• has completed a Level 5 or above qualification, and
• has personal learning needs that meet the policy intent of the fund, and
• is facing circumstances that are out of the ordinary for most learners in New Zealand, and the circumstances are:
  • significant in the context of the learner, and/or
  • comparatively rare.

• The learner is neurodivergent and needs additional support to improve their literacy and numeracy skills if their qualification did not focus on literacy and/or numeracy.
• The learner has a disability or suffered a serious medical event and needs additional support (such as a learner suffering a stroke and a course under these funds may be the most appropriate for the learner’s circumstances).
• The learner received a qualification from a provider with significant and evidenced concerns of quality assurance that have been confirmed by TEC.

We may also consider whether the provider has assessed the individual learner’s needs, and whether a course funded through an alternative fund is more appropriate (such as a foundation education or English Language Teaching funded programme).

We may consider circumstances where the learner gained their qualification overseas in a language other than English and has low literacy skills. However, in this scenario an English Language Teaching – Intensive Literacy and Numeracy (ELT) Fund (formerly known as Specialised English for Speakers of Other Languages (ESOL)) funded programme may be more appropriate.

1. To request an exemption for a learner, the provider must obtain the permission of the learner first, then email CustomerService@tec.govt.nz with the subject line: '[EDUMIS] learner exemption.'.

• This may require a further conversation/email exchange with the provider if there is not sufficient information initially.

2. If the provider is invited to apply for an exemption, we will send you the relevant application form.

• The application must be submitted by a senior member of staff, such as a Head of/Manager of Admissions (or equivalent) or above. 
• The provider should ensure that the learner meets all other learner eligibility criteria in the Funding Conditions before applying.

The application should be made by a person in a senior role within the organisation, such as Head of/Manager of Admission (or equivalent) or above.

The application should include the following supporting information:

• An explanation of why further support from one of the three literacy and numeracy funds is necessary for the learner’s current situation
• An explanation of the learner’s exceptional circumstances and how these relate to the learner’s literacy and numeracy needs
• Evidence of the above, which could include:
  • a letter signed by the head of the provider or employer (or someone who has been delegated this power) that states the learner’s exceptional circumstances
  • a letter which provides evidence of a learner’s disability, neurodiversity, or medical needs (for example a doctor’s note)
  • other evidence the TEC deems to be of an acceptable standard to prove individual circumstances.