ACE in TEI funding supports:

• achievement of Tertiary Education Strategy priorities,
• re-engagement of learners in education, and
• provision of foundation skills development and pathways to other learning opportunities that meet community needs (including further education or the workplace).

Eligibility

TEIs eligible for ACE funding are New Zealand Institute of Skills and Technology, polytechnics and wānanga. For more information on programme and learner eligibility please see the ACE in Communities funding conditions for the relevant year.

Programme eligibility

ACE funding is not for provision broadly classed as hobby courses (eg, arts, crafts and music; gardening; personal fitness and recreation; and home maintenance).

Changes to programme delivery modes from 2026

From 2026, ACE programme delivery must be:

• face-to-face
• synchronously online where it is in the best interest of the learner or learners, or
• asynchronously, with our prior written approval due to exceptional circumstances.

We expect most ACE programmes to be delivered face-to-face. In-person delivery generally provides the best support for learners at foundation levels.

In some cases, synchronous online delivery is the most effective way to support learners. When synchronous online delivery is clearly in the best interests of the learner, written approval is not required.

Asynchronous and synchronous delivery

From 2026, you must have prior written approval due to exceptional circumstances to deliver asynchronously.

Asynchronous delivery refers to a mode of learning where the teaching and learning activities mainly occur without real-time interaction. The facilitator is not physically or virtually present when the learner engages with the material. Learners engage with the material, access resources and complete tasks independently. Feedback and support typically occur through delayed channels such as forums, email or recorded media.

Examples of asynchronous delivery include:

• pre-recorded videos or audio
• self-paced online modules
• paper-based learning materials
• discussion boards and forums
• email-based learning
• digital learning materials
• collaborative documents.

Synchronous delivery refers to a mode of learning where teaching and learning activities mainly occur in real time. The facilitator is physically and/or virtually present while learners engage with the material, enabling immediate interaction, discussion and feedback.

While some components may be completed independently by learners, the predominant learning experience is live and facilitated. 

Examples of synchronous delivery include:

• live online classes or webinars
• face-to-face classroom sessions
• real-time virtual workshops
• live-streamed lectures
• interactive video-conferencing sessions
• scheduled group discussions or tutorials.

For information on applying for an exemption to deliver asynchronously, see Exemptions.

What does "best interests of the learner" mean?

“Best interests of the learner” means choosing the delivery mode that best supports learners' success and wellbeing. Delivery should enable learners to participate fully and progress in their learning, while respecting their identity and circumstances. Decisions should reflect what enables learners to engage in education, rather than what is most convenient or cost-effective.

The best interests of the learner should be considered in relation to the learner’s or learner cohort’s whole context and include both:

• enabling access to education, and
• your capability to deliver effectively, including:
  • delivery method
  • pastoral care
  • learning support.

Enabling access to education

Does the delivery mode allow learners to fully participate and progress in their learning? Consider:

• transport to delivery locations
• flexibility around work rosters and caregiving responsibilities
• learner locations, such as rural areas
• whether the programme is specialised and not widely available face-to-face
• whether certain elements of the programme require a certain delivery mode
• access to suitable online tools, including reliable internet, appropriate devices (not phones), and suitable learning environments
• access to assistive tools for disabled or neurodivergent learners, or those with other needs.

When making decisions about access, consider:

• Are learner needs prioritised?
  • Is the mode chosen based on what supports success and wellbeing? Consider individual learner circumstances, including financial concerns, caregiving responsibilities and cultural circumstances.
  • Does the programme require a certain mode (eg, hands-on activities for the development of particular foundation skills)? Is a hybrid mode feasible?
  • What feedback have you heard from learners about the delivery mode?
• Will changing the delivery mode improve access and engagement compared to face-to-face?
  • For example, is online delivery the only way some learners can access this programme?
• How will you mitigate barriers to education for learners?
  • How will you ensure reliable digital access, appropriate devices, and suitable learning spaces?

Your capability to deliver effectively

Do you have the capability to deliver the programme effectively within the chosen mode? Consider:

• the appropriate delivery method for developing foundation skills, considering individual learner barriers, for example, learning disabilities
• providing pastoral care that supports wellbeing and reduces isolation
• ensuring individualised learning opportunities, meaningful engagement, interaction, relationships and feedback
• upholding mana and enabling whakawhanaungatanga, ensuring cultural responsiveness.

When making decisions about capability, consider:

• Are learner needs prioritised?
  • Consider the required level of pastoral care and learner support for the programme and particular learner/learner cohort.
• Do you have the capacity and capability for the chosen mode?
  • How can you design the programme specifically for digital delivery, making the most of online learning opportunities and delivery methods rather than replicating the in-person experience?
  • Do you have systems and suitable staff for pastoral care and learning support?
• Have you considered the cost implications of moving to another delivery model?
  • For example, additional staff technology and systems required.
• How will you maintain quality?
  • How will you ensure assessment integrity, high engagement, and meaningful interaction?
  • How will you ensure learners come away with sufficient skills and knowledge expected from the programme in this delivery mode?

Please use our learner success tools, particularly the best practice in online delivery resources, to help you support your learners:

Learner success resources

You must be able to explain how you reached your decision to deliver synchronously online. We may ask you to provide us with information about how you have determined online synchronous delivery is in the best interests of the learner or learners. We recommend you keep clear records showing how you considered the best interests of the learner and applied the considerations above.

TEI responsibilities

Eligible TEIs are required to work with local iwi, local organisations, peak bodies, local industry, local employers, and communities, including other ACE providers, to identify and meet community learning needs.

Eligible TEIs must ensure that their funded ACE programme will:

• address the needs of target learner groups
• primarily focus on:
  • acquisition of foundation skills
  • re-engaging learners whose previous learning was not successful, and
  • ensuring the progression of learners into formal tertiary education
• target ACE provision in foundation skills to learners who have low or no formal qualifications, and
• target ACE provision in English Language Teaching (ELT) (formerly known as Specialised English for Speakers of Other Languages (ESOL)) to learners with English language needs.