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MonitoringReport2005 Improving Access to Foundation Education ← Improving Quality in Foundation Education | Home Page | Moving from School to Tertiary Education → English language-based provision through the Student Component fund decliningTEIs, and some PTEs, are able develop their own foundation education programmes using Student Component funding. These programmes are wide ranging and cover general life-skills through to specific areas of literacy and numeracy. The following indicator looks at English-language based foundation education courses, which have been identified as formal courses classified as mixed field (with a focus on literacy, numeracy, life-skills, employment skills etc), English language and English for speakers of other languages courses at levels 1 to 3. Research on effective teaching in foundation education has highlighted the importance of adequate teaching time to move learners’ skills to a new level. The research indicates a minimum of 100 hours of teaching being required in a year to achieve this. 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. In Student Component-funded English language-based foundation education 32 percent of learners 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, most notably in level 1 and 2 courses.  Formal domestic students in Student Component-funded English language-based foundation courses undertaking more than 0.3 EFTS by course level 2001–2005 In 2005, 66 percent of these learners were studying in wānanga and 28 percent in ITPs. The proportion in wānanga has declined, while the proportion in ITPs has grown. Seventy percent were women and 47 percent were Māori, 13 percent Asian and 5 percent Pasifika. Te reo Māori-based provision through the Student Component fund decliningIn Student Component-funded te reo Māori-based foundation education, 57 percent of formal learners in 2005 were engaged for 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-based foundation courses undertaking more than 0.3 EFTS by course level 2001–2005 In 2005, 89 percent of these learners were studying in wānanga and 8 percent in other tertiary education providers (OTEPs). Seventy-one percent were Māori. Range of provision within the workplaceFoundation education is also provided within industry training. Different ITOs have different approaches in this area. Some ITOs include it as a specific part of industry qualifications, some are developing and implementing specific foundation education qualifications and others promote its delivery within the context of industry-related standards. In 2005, 29 percent of credits achieved through industry training were at levels 1 and 2. Many of these would have had some component of foundation education. The Workplace Literacy Fund supports literacy, English language and numeracy skills training integrated with vocational/workplace training to help workers meet their employment and training needs. In 2003/04, 17 projects were funded, involving over 800 learners. Work-related foundation skills are also provided pre-employment through Training Opportunities and Youth Training. TEO approaches to supporting foundation learningThe analysis of TEO profiles found that foundation education was not a consistent area of change-focus across TEOs. ITOs were most likely to have a focus on this area, while only half of ITPs had a change-focus in this area. ITO profiles generally contained objectives relating to targeting assistance and services to those needing additional help with foundation skills. A number were also looking at the content and relevance of qualifications to ensure that foundation skills are adequately addressed. ITPs had a focus on maintaining or increasing the volume of provision, mostly with a focus on providing pathways to further study. In the 2006/08 profiles there was increased attention to programmes with a specific focus on foundation skills, rather than just bridging and study preparation. Adult literacy funding refocusedThe Foundation Learning Pool is a fund that supports projects in literacy, numeracy and language and replaces the Adult Literacy Learning Pool from 2006. The purpose of the Foundation Learning Pool is to provide funding for the delivery of high-quality and intensive foundation learning opportunities that build learners’ skills in literacy, numeracy and language. Two types of projects will be funded:
Increased funding for those not accessing current provisionFrom 2006, additional funding is available to expand provision of current programmes, particularly to those in low-skilled occupations. This new provision has a focus on community and intergenerational family literacy and is administered through the Foundation Learning Pool and Workplace Literacy Fund. A further $7 million over four years is also being provided to deliver foundation learning through industry training. This initiative aims to develop an approach, initially working with two or three ITOs, that will see foundation learning embedded within the industry training system, using existing tools for quality assurance and capability building.
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