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Provision of Foundation Education

 

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These indicators look at the provision of foundation education through formal tertiary education. This provides a proxy for engagement in substantive learning that is subject to assessments.

Foundation education is defined as courses at levels 1 to 4 of the NQF in the subject areas of mixed-field programmes, te reo Māori, English language and numeracy. Te reo Māori is reported seperately to show the differing patterns of participation.

The indicators for Student Component-funded provision focus on learners engaging in more than 0.30 EFTS learning during the year in foundation education courses. This equates to 400 notional learning hours, typically made up of around 100 teaching hours and 300 study hours.

1.  Key indicators

1.1  English language-based foundation education

In Student Component-funded English language-based foundation education 32 percent of learning were engaged for more than 0.3 EFTS during 2005. The number of learners with this level of engagement grew from 2001 to 2003 and has since decreased, notably in level 1 and 2 courses.

Formal domestic students in Student Component-funded Engligh language-based foundation courses undertaking more than 0.3 EFTS by course level 2001–2005

The major growth in this type of provision from 2001 to 2003 has been at wānanga, with numbers at wānanga declining in 2004 and 2005. Numbers grew at ITPs in 2004, but declined in 2005.

Formal domestic students in Student Component-funded Engligh language-based foundation courses undertaking more than 0.3 EFTS by sub-sector 2001–2005

1.2  Te reo Māori foundation education

In Student Component-funded te reo Māori-based foundation education, 57 percent of formal learners in 2005 were engaged in more than 0.3 EFTS during the year. The number of learners with this level of engagement grew rapidly from 2001 to 2003 and has since decreased. The numbers in level 1 and 2 courses peaked in 2003, and the numbers in level 3 courses peaked in 2004.

Formal domestic students in Student Component-funded te reo Māori foundation coures undertaking more than 0.3 EFTS by course level 2001–2005

The majority of provision of this type is through the wānanga.

Formal domestic students in Student Component-funded te reo Māori foundation coures undertaking more than 0.3 EFTS by sub-sector 2001–2005

1.3  Foundation education within industry training

Comparable figures on foundation education within industry training are not available. A rough proxy for foundation education within industry training is the number and proportion of trainees undertaking study at levels 1 and 2 of the NQF.

The number of trainees studying at this level has increased by nearly 50 percent from 2003 to 2005 and now represents a nearly third of industry trainees. The government is investing $33.5 million over the next four years to improve provision of foundation education in the workplace, with a strong emphasis on industry training.

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2.  What has been reported

Baseline Monitoring Report

General Provision of Foundation Education

Monitoring Report 2004

Provision of Foundation Education

Monitoring Report 2005

Improving Quality in Foundation Education

3.  Related information

Learning For Living

Learning for Living is about understanding the key competencies that all New Zealanders need in order to participate, develop and achieve in society. It is about ensuring that all adults can access effective foundation learning to gain literacy, numeracy and language skills. This sets the foundation for further learning and development, in a context that is relevant to the tasks they perform in everyday life. It is about collaborating with adult learners, tutors, researchers and employers to gather a robust knowledge and evidence-base about effective ways of building these foundations. Newsletters providing an update on Foundation Learning can be found through this link.

Assessment for foundation learning

The purpose of this research study is to contribute to an understanding of what is required to enhance the assessment capability of tertiary education providers of learning in literacy, numeracy, and language.

Pedagogy in Practice

Researchers observed a group of literacy, numeracy and language tutors teaching adults to gain an insight into some current teaching practices in New Zealand. A copy of the report can be downloaded below.

Working in the Light of Evidence, as well as Aspiration

This literature review considers research into the effective teaching practices in literacy, numeracy and language teaching.

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4.  Your views

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← Foundation Competencies in the New Zealand Population | Home Page | Moving from School to Tertiary Education →

• Table of Contents

• Cross-strategy Indicators

• Raise foundation skills

• Skills for our knowledge society

• Strengthen research and knowledge creation

• Te rautaki mātauranga Māori

• Pacific people’s development and success

• Capability and quality

• Technical and Data Definitions