A practical guide to strengthening flexible partnerships
and pathways at NCEA Level 3
3+2 approaches
Purpose of this guide
This document provides information about how to strengthen partnerships between secondary,
tertiary, industry training and employment with better pathways through education at Level 3.
Pathways and partnerships will engage and retain more learners by providing:

a greater choice of programmes

improving achievement at Level 3 or equivalent in different contexts

supporting progression to further study and employment.
This guide has been developed to help people who are interested in developing new programmes
of learning using more than one provider.
Background to 3+2 approaches
Education and training needs to build on student centred pathways and programmes which have
led to improved NCEA Level 2 achievement in the last few years. These include a range of learning
options for 16-19 year old learners aligned to Vocational Pathways. Secondary-tertiary-industry
programmes and initiatives, such as trades academies, Gateway, STAR and fees-free support the
improved achievement of NCEA Level 2.
Using the Vocational Pathways at Level 3 as an organising framework for curriculum and
programme delivery and student decision making can help extend links from learning beyond Level
3. This will support learners’ career and study choices to Level 4 and above, and lead to higher skill
development for industry, business and the community.
Using the available flexibility in the system beyond compulsory education is the key to improving
engagement, retention and progression for 16-19 year olds. 3+2 approaches can operate within
existing funding and assessment policy arrangements. Some of these approaches already exist
where schools, other providers and industries are exploring these flexibilities.
Purpose of 3+2 approaches
The purpose of 3+2 is to offer greater choice of curriculum and programmes for learners in the
senior secondary school at Level 3.
Current mechanisms support part time enrolment across multiple settings so learners can be
engaged and enrolled in programmes that offer different combinations of time, setting and activity.
The following table shows some examples of possible options using this flexibility.
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1
Table 1: Example options for learners (ages 16-19) enrolled part-time in multiple settings1
School
Tertiary
Industry training
Gateway2
STAR
(either by
days or in
portions of
time)
(either by
days or in
portions of
time)
(either by days
or in portions of
time)
(either by
days or in
portions of
time)
(as agreed)
A
2
2
B
2
C
2
2
C
2
3
D
3
E
3
Options
F
2
1
1
connections
2
2
3
G
1
2
connections
connections
2
3
By blocks
H (3+2)
20 weeks3
I (2.5+2.5)
17 weeks
20 weeks
J(4 +1)
27.2 weeks
8 weeks
16 weeks
3+2 approaches show ways in which Level 3 programmes aligned to Vocational Pathways can
provide diverse programmes using a multi partnership approach.
While secondary schools have traditionally done well in preparing those school leavers who move
on to degree-level study (around 30% of school leavers), they typically do less well in preparing the
remaining 70% of school leavers for further study, training and employment. This latter group of
young people has diverse needs.
3+2 approaches are primarily aimed at better meeting the curriculum needs of students who have
already turned 16 and who have achieved NCEA Level 2. There are also others likely to benefit
(see below: What cohort information tells us).
What cohort information tells us
For every 100 young people who enter Year 9 (based on 1994 cohort):





23 leave school before completing NCEA Level 2
16 learners complete NCEA Level 2 and leave without attempting NCEA Level 3
18 learners complete NCEA Level 2, return to school, but do not gain NCEA Level 3, and
43 learners complete NCEA Level 2 and go on to gain NCEA Level 3
of the initial 100 entrants, 30 young people go to degree level study as school leavers.
1
Calculations are approximate and based on the hours indicated in Tables 2 and 3 in this document
Gateway is arranged through schools. This column shows additional time organised from the school setting.
3
20 weeks in school is approximately 2 terms
2
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The opportunity for 3+2 approaches is primarily for the group of 18 learners who return to school
with NCEA Level 2 but leave without completing NCEA Level 3.
It may also appeal to:



some of the 23 who quit before NCEA Level 2, and some of the 16 who leave with NCEA
Level 2 and might stay if the curriculum offering were different
some of the group of 43 who progress to achieving NCEA Level 3; after all, only 30 of these
go directly to degree level study on leaving school
up to 13 of the 30 might also find a mix of school and/or tertiary/work appealing – particularly
if careful subject selection and programme planning keep the possibility of gaining a
University Entrance award alive.
3+2 approaches work best when




they are focused on results: 3+2 gives learners the option to achieve NCEA Level 3 and
work towards a tertiary qualification or undertake industry training. Learners and their
families/whānau will clearly understand the requirements and benefits of school and tertiary
education, including industry training
they have strong partnerships: when schools, tertiary education providers and industry
training organisations (ITOs) work together to support learners by developing partnership
agreements that acknowledge different roles and responsibilities. Partnerships may range
from informal arrangements to well defined arrangements with more formal agreements.
Although formal agreements are not mandatory, it may help providers maximise programme
coherence for the learner
learners and their families/whānau and employers have good information about the 3+2
approach and the work required to achieve meaningful qualifications (at the start and as
they work through the qualifications)
schools, industry training organisations and tertiary education providers work
together to provide high quality education that supports learners. Best practice could include
aspects such as planning the overall programme together, providing coordinated quality
assurance approaches4, coordinated pastoral care and ensuring high quality communication
to learners, families and whānau.
The benefit story
For learners, 3+2 approaches
4

open up learning opportunities that cannot be delivered solely at school, or at a tertiary
organisation

build on previous achievement and experience at NCEA Level 2

help learners achieve NCEA Level 3 and work towards a relevant tertiary qualification

help learners gain insights to the wide range of careers and jobs available

help learners begin to experience tertiary or work based learning while still at school
Each provider is responsible to meet NZQA quality assurance expectations for their setting.
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
help learners choose and plan a pathway to employment and access the relevant learning
opportunity to get started.
For schools, 3+2 approaches

help provide and support learners to achieve meaningful, relevant qualifications

help to better connect with tertiary education and industry training (employment)
opportunities for their learners

help to retain learners part-time in meaningful and relevant learning programmes when they
might otherwise leave after completing NCEA Level 2 or during the NCEA Level 3 year

deliver certainty of funding for part-time students

enable better engagement of all learners, including Māori and Pasifika, through meaningful
and relevant learning programmes

help access curriculum and pathways that schools are unable to offer

help build direct, curriculum-focused relationships with employers

help build opportunities for shared practice and industry understanding for teachers

contribute towards regional/national skills development.
For industry training organisations, 3+2 approaches

deliver stronger entry points for learners into industry training/recruitment (their own skills
supply chain)
(currently only 7% of students from school are entering industry training)

enable strengthened collaboration across the education sectors to increase the supply of
skilled workers

create additional opportunities to support industry skills development

contribute towards regional/national skills development.
For tertiary providers, 3+2 approaches

create stronger pipelines for learners into tertiary study through improved collaboration

create opportunity to provide programmes with learning contexts that make connections to
the relevance of school based learning for all learners, including Māori and Pasifika

build opportunities for shared practice and for tertiary tutors to understand younger students

contribute towards regional/national skills development

create additional opportunities to support industry skills development
For employers, 3+2 approaches

provide access to more learners who are being supported into industry training by many
schools

position employers to champion progression and skills development

allow employers to be pro-active about addressing and ensuring their skills/labour supply
chain
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
ensure employability skills are gained and young people meet employer needs.
For communities, 3+2 approaches

allow them to see their young people engaged in learning that leads to future qualifications,
employment opportunities and success

allow them to gain a better understanding of the positive outcomes of industry training and
vocational learning in tertiary and other settings, and qualification pathway options for their
young people

promote programmes with learning contexts that better engage all learners including Māori
and Pasifika.
Early examples of 3+2 approaches
A number of schools and other providers, trainers and employers are already exploring this territory
and offer examples of good practice that others may choose to follow.
In 2016, partnerships have been developed between two Hamilton schools and a polytechnic to
offer school and tertiary learning for a group of approximately 30 students. The three days at school
comprises mathematics and physics plus the student’s choice of one other subject connected to the
contexts provided in the tertiary setting. The remaining two days are spent at the polytechnic
studying either building and construction or mechanical engineering. The Level 3 assessment
standards contribute to NCEA Level 3 and offer pathway opportunities to studying the NZ Diploma
in Engineering.
In 2016 at Taieri College, in partnership with the Primary ITO, some students are combining school
with industry training. They attend school for three days a week (or in a block if this suits the
industry better) with their courses designed around their agricultural interest. For the remaining
time, they work in an agricultural setting of their choice, including dairying, sheep/beef, horticulture
or forestry. For them, this arrangement helps to bridge the gap between school and tertiary
education. Employers and students see the value of on-job experience, leading to possible
employment opportunities down the track. The principal credits the supportive community with
making this offering a possibility.
Technical details



Students are entitled to a free secondary school place until 1 January of the year following
their 19th birthday. Legally, once a student turns 16 they may attend school part-time if they
wish. The Ministry acknowledges the legitimacy of part-time attendance for students aged 16
years old and over in the roll-return guidelines, which explain how to calculate part-time
students into full-time equivalents.
Principals have the right to determine the nature of their school’s curriculum and how it is
offered, guided by the boards of trustees’ policies and national requirements set out in the
National Education Guidelines and associated documents.
3+2 approaches use the following current system settings for funding and fees:
o
credit reporting and the costs associated are the responsibility of each setting. In
most instances these costs are passed on to the student (see learner costs section
p.8)
o
tertiary education providers receive Student Achievement Component (SAC) Level
3+ funding for part-time students
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o
industry trainees are eligible for industry training funding (pro-rated Standard
Training Measure funding for part-time trainees)
o
there is no specific funding to support the administration or pastoral care needs of
students engaged in a 3+2 programme
o
while tertiary providers can charge fees for these programmes, they do not need to
o
learning from tertiary qualifications can count towards NCEA when these
qualifications are assessed by unit standards. Some programmes that work toward
a New Zealand qualification may not be assessed in this way, and therefore will
currently not count towards NCEA. This will need to be checked with the tertiary
provider
o
3+2 approaches are possible under current Education Performance Indicators
(EPIs) and performance-linked funding settings for the tertiary system, but there
may be some concern that tertiary providers will be disadvantaged. Due to the
relatively small numbers of learners currently involved, this is unlikely; the Ministry
intends to work with the TEC to monitor impact.

Supporting learners: tertiary education providers, ITOs and schools will continue to provide
appropriate pastoral care to students.

Existing obligations under the Vulnerable Children’s Act continue to apply, and some
additional obligations are being progressively introduced .
http://www.legislation.govt.nz/act/public/2014/0040/latest/DLM5501618.html

While 3 days in school plus 2 days in tertiary or industry training (‘3+2’) is the model in this
guide, other splits between school and secondary and tertiary/industry training, such as
2+3, or 2+2+1, are also possible approaches.

Secondary schools and tertiary organisations are funded differently. The following
paragraphs show how it might work in school or tertiary settings.
How it might work in a school setting
Table 2 shows an indicative time breakdown based on the hours in a school and possible number
of subjects, or integrated courses, with approximate hours that could be offered with variations of a
3+2 approach.
It is expected in 3+2 approaches that schools will work towards developing coherent learning
programmes that are composed of either subjects or subjects integrated into a cross curricular
course, and learning outside of school.
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Table 2: Variations of a 3+2 approach - indicative subjects based on hours
Institution
Funding
Possible allocation of time by days
3
2
4
Comments
1
School
FTE hrs/year
(based on 34
weeks/year)
510 hrs
340 hrs
680 hrs
170 hrs
School
Estimated
subject time
available
approx
3/4
subjects
approx
2/3
subjects
approx 5
subjects
12-16
8 -12
20
approx
1/2
subject
s
4-8
Approx hrs per
subject per wk
 Estimate 34
weeks/year
 Assumes 25
hrs contact
time a week,
or 5 hrs a day
 Total estimate
850 hrs/year
When schools are developing variations on a 3+2 learning programme they need to consider
aspects such as:

how the learning will be split either across the week or in blocks of time; and the proportion
of time spent in each setting

learners’ needs, aspirations and vocational direction including progression opportunities to
Level 4 and above qualifications

deliberate “joint venture decisions” such as planning the design of the overall learning
programme, and coordinating how learning in one setting is connected to learning in
another

using the flexibility of the school based part of the learning programme to support the
learner’s pathway so it does not require them to do the entirety of each subject offered.
The advantage of this approach is there is more time available for other types of learning

contextualising learning by including industry-based learning make learning more relevant

using a flexible assessment portfolio of achievement standards and unit standards, with
options for achieving NCEA Level 3, industry qualifications, and University Entrance if
required, and accessing other awards

how the learner will be mentored and supervised, while working across multiple settings.
How it might work in a tertiary setting
Table 3 shows the number of hours and possible credits5 in a tertiary/industry setting using
variations of a 3+2 approach. Tertiary providers offer a wide range of courses and qualifications that
learners are able to start while still at school.
5
‘Possible credits’ means the approximate number of credits offered within that time, where each credit represents 10 notional learning
hours
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Table 3: Tertiary/Industry Setting using variations on a 3+2 approach
Area
Tertiary
Hours
Time and Credit
Allocation
2
3
1
12
hrs
18
hrs
6
hrs
Comments
4
24
hrs



% of time
40
%
60
%
20
%
80
%
Hrs/year
480
hrs
48
720
hrs
72
240
hrs
24
960
hrs
96
Possible
Credits6


1 x EFTS/STM = 30
hrs/week
Estimate 40 weeks/year
Total estimated 1,200
hrs/year
% of 30 hrs
Based on notional 10
hrs/credit
Other practical considerations
1.
Learner costs




2.
Student loans and allocations

3.
In a school setting entry to NCEA costs $76.70 (incl. GST) per student per year. Financial
assistance is available. STAR can be used to pay for learning based in a tertiary setting.
NZQA can charge people and education institutions fees for specific purposes under
section 254 of the Education Act 1989. More information about fees for school and tertiary
providers is available at http://www.nzqa.govt.nz/assets/About-us/Our-role/NZQAFees.Table.pdf.
Tertiary providers have discretion over whether or not to charge fees.
Industry training may have some additional costs for the learner.
To access a student loan, the learner must be studying 0.25 EFTS or more. A student
studying 0.25 EFTS can only use a student loan to cover course fees, as a person needs
to be studying full-time to borrow for living costs and course-related costs. If learners are
under 18 years of age they need parental consent to borrow. Note that if a 3+2 learner
accesses a student loan for course fees, the amount they access will count towards their
lifetime consumption limit of up to seven EFTS – about seven to eight years of full time
study.
Working for Families

Families of ‘3+2’ students will still be able to access Working for Families Tax Credits
payments for each "dependent child", provided the child is:
o
6
18 years or younger, and
These numbers of credits are indicative only, as variations may occur to meet different learner needs.
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o
financially dependent.
This means children supported financially don't:
4.
5.
o
work more than 30 hours a week, or
o
receive a student allowance, a benefit or other government assistance.
Employment and wages

Wages must be paid to those in industry training, including those on 3+2 approaches. For
workers and those in industry training aged 16+, the adult minimum wage or minimum
starting out wage applies. The adult minimum wage applies to all employees aged 16
years and over who are not starting out workers or trainees (see below) and all employees
who are involved in supervising or training other employees.

The starting-out wage applies to starting-out workers who are:
o
16 and 17-year-old employees who have not yet completed six months of
continuous employment with their current employer
o
18 and 19-year-old employees who have been paid a specified social security
benefit to work with a single employer since they started being paid a benefit. Once
they have completed six months continuous employment with a single employer
they will no longer be a starting out worker and must be paid at least the adult
minimum wage
o
16 to 19-year-old employees required by their employment agreement to undertake
industry training for at least 40 credits a year in order to become qualified.
Youth Payment (16 and 17 not living at home)
The Youth Payment is a weekly payment which helps young people aged 16 or 17 who can't live
with their parents or guardian and aren't supported by them or anyone else.
The requirements for this payment are outlined at
http://www.workandincome.govt.nz/individuals/a-z-benefits/youth-payment.html
The combination of school and tertiary or training in 3+2 approaches adequately satisfies the
Ministry of Social Development’s (MSD) requirement of ‘full-time’ study for 16 and 17 year olds.
Once students turn 18, they need to transfer to student allowance/loans.
6.
Qualifications mapping tool
By the end of March 2016, a qualifications mapping tool that maps Levels 3-7 qualifications
aligned to Vocational Pathways and occupations, will be available on the Youth Guarantee
website. This will enable users to:
 search for a job
 explore qualifications
 identify next steps with current qualifications
 explore Vocational Pathways
 identify appropriate exit points.
7.
Profile Builder
Profile Builder is a tool that allows a learner or educator to see how a programme aligns with the
Vocational Pathways. It has been updated to include the Level 3 achievement standards. Users
can:
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 plan programmes by entering standards they want to do in the future, or see what they
are currently undertaking
 see which Vocational Pathway(s) the credits fall into
 use the calculator to check achievement of NCEA Level 3 and University Entrance
Award.
 Youth Guarantee website
Lifting New Zealand’s achievement rates
As we know, giving our students a great start as they enter adult life is important.
A Level 2 qualification provides a necessary foundation for progress. Achieving a Level 4 or above
qualification leads to improved life outcomes for any person and benefits the community at large.
Qualifications at Level 4 and above also lift the skills of New Zealand’s workforce and improves
economic performance and social development.
Educators need to contribute to the Government’s key economic priority of boosting skills and
employment. The revised Better Public Services Result Area 6 target (BPS 6) is for 60% of 25-34year-olds usually resident in New Zealand to hold qualifications at Level 4 or above by 2018.
Further work is needed to support better links between Level 2 and Level 4 qualifications. We need
to:

improve engagement, retention, achievement and progression for all learners

improve the range of choices for learners at NCEA Level 3

create effective pathways from school to tertiary study and employment

strengthen partnerships and connections with schools, employers, tertiary education
providers and ITOs

position schools, tertiary education providers and ITOs as equal partners.
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Appendix 1: Student Scenarios
Appendix 1 presents a number of scenarios showing the practical application of variations on a 3+2
approach.
These scenarios provide examples of how partnership programmes could be shaped to
accommodate a particular learner’s status, profile and goals towards a range of Level 3
achievements.
These scenarios, while by no means exhaustive, provide insights to different ways of developing
alternative approaches to help increase engagement, retention and progression of learners.
Possible pathways are illustrated by the relevant pathway colours in the tables.
In most of these scenarios Levels 3, 4 and 5 Certificates are shown as National Certificates. With
the Targeted Review of Qualifications (TRoQ) currently taking place, National Certificates are in the
process of being replaced by New Zealand Certificates.
While achievement from National Certificates can be transferred to New Zealand Certificates it is
recommended that providers clarify with learners, their families and whānau the certificates they
currently offer and how learners’ achievement may be affected in the future by replacement
certificates. Further information about TRoQ is available here
Literacy and Numeracy requirements for University Entrance are available here
Consent to assess information is available here
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Student A Learning Programme Scenario (Engineering focus)
Goals
Profile
Status

Motivated
at
school
and
keen

Currently has NCEA
 Wants to keep tertiary
on
a
career
in
a
manufacturing
Level 2 with a
options open and visit a
or technology industry
Manufacturing and
range of engineering
 Minimal work experience in
Technology
businesses to see what
these industries
Vocational Pathway
they are like

Medium
level
achievement
in
Award
 Post school - would like to
maths
and
stats,
technology
progress to an
and physics
apprenticeship in
engineering OR to fulltime  In a good position to achieve
NCEA Level 3
study in applied
engineering
Partnership Programme
Achievement and Progression
Secondary (‘3’)



57 NCEA Level 3
credits
Achievement
standards e.g.
maths & stats,
physics,
construction and
mechanical
technologies
Gateway
placements to
engineering
businesses
including some
unit standards
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Tertiary (‘2’)



48 NZQF Level 4
unit standard
credits
From Level 4 New
Zealand
Certificate in
Engineering
Fabrication
With a tertiary
provider
Qualifications
Achieve:
 NCEA Level 3
Plus
 48 out of 255-270
credits towards
New Zealand
Certificate in
Engineering
Fabrication (Level
4) also includes
electives
Possible
Pathways
 In employment
with industry
training agreement
to complete Level
4 New Zealand
Certificate
Engineering
Fabrication
OR
 In fulltime tertiary
study to begin
Level 5 New
Zealand
Certificate in
Engineering
(Advanced)
12
Student B Learning Programme Scenario (Primary Industries focus)
Goals



Profile
Wants to keep applied
tertiary options open and
visit a range of industries
to explore careers in
processing primary
products
Post school would like to
progress to industry
training in a primary
industry with related study
OR
pursue fulltime applied
tertiary study in primary
industries






Partnership Programme
Secondary (‘3’)



57 NCEA Level 3
credits
Achievement
standards e.g.
maths & stats,
biology, ag-hort,
business studies
STAR courses for
visits to forestry,
horticulture and
seafood industries

Status
Currently has NCEA
Level 2 with a
Primary Industries
Vocational Pathway,
and was in a
Primary Industries
Trades Academy in
Year 12
Motivated at school and keen
on a career in a Primary
Industries related industry
Minimal work experience in
these industries
Moderate to high achievement
across business studies,
economics, technology, ag-hort
and biology
In a good position to achieve
NCEA Level 3 with a UE award.
Interested in technical and
business applications in the
processing side of the primary
industries
Understands there are forestry,
horticulture and seafood
opportunities in own region
Achievement and Progression
Tertiary (‘2’)


48 NZQF Levels
3/4 unit standard
credits from Level
4 National
Certificate
Horticulture
(includes
electives)
With a tertiary
provider
Qualifications
Achieve:
 NCEA Level 3
 UE award
Plus
 48 out of 140
credits towards
Level 4 National
Certificate
Horticulture
Possible
Pathways




26/02/16 Version 2
In employment
with industry
training agreement
to complete Level
4 National
Certificate in
Horticulture in
area of specific
interest
OR
In fulltime tertiary
study to begin
Level 5 National
Certificate of
Agribusiness
OR
Level 6 Diploma of
Agribusiness
OR
Level 7 Bachelor
of Management
Studies (or
equivalent degree
in Agribusiness)
13
Student C Learning Programme Scenario (Health Care focus)
Goals
Status
Currently has NCEA
Level 2 with a Social
and Community
Services Vocational
Pathway
 Had a positive
Gateway placement
at a retirement
village in Year 12

Motivated at school and keen
on a career in a Social and
Community Services related
industry
 Minimal work experience in

these industries.
 Has moderate to high
achievement across

health/PE, social studies,
digital technologies and
business studies with high
achievement in Te Reo Māori

 In a good position to achieve
NCEA Level 3 with a UE
award
 Has strong interest in Māori
and Pasifika youth, and elder

care
 Interested in the care and
management side of the
Social and Community
Services industries
 Understands significant
opportunities for Healthcare
businesses in own region
Partnership Programme
Achievement and Progression
Secondary (‘3’)
Tertiary (‘2’)
Qualifications
Possible
Pathways
 48 NZQF Levels
 Fulltime tertiary
Achieve:
 57 NCEA Level 3
3/4 industry unit
study towards
credits
 NCEA Level 3 with
standard credits
Level 5 National
 Achievement
certificate
from
Level
4
Certificate in
standards e.g.
endorsement
Certificate
in
Health, Disability
health, business
 UE award
Health,
Disability
and Aged Support
studies, social
Plus
and Aged Support  48 out of 70
(team
studies and digital
(includes
management)
technologies
credits towards
electives)
OR
 STAR courses for
Level 4 National
 With a tertiary
 Level 6 NZ
industry visits to
Certificate in
provider
Diploma in Māori
Health care
Health, Disability
Public Health
related businesses
and Aged Support
 OR
Level 7 Bachelor
of Health Science
(or equivalent)

Wants to keep applied
tertiary options open and
visit a range of care
businesses and jobs in this
sector
Interested in career in
residential home care or
early childhood.
Interested in Te Ao Māori
care dimensions and the
management side of Health
Care businesses
Post school - would like to
progress to industry
training in a Health Care
industry with related study
OR
Pursue fulltime tertiary
study in a related career
such as occupational
therapy
Profile
26/02/16 Version 2

14
Student D Learning Programme Scenario (Tourism/Hospitality focus)
Goals


Profile
Wants to visit a range of
hospitality and tourism
businesses to see what
they are like
Post school - keen to
start fulltime applied
tertiary study in
hospitality/ tourism





Partnership Programme
Secondary (‘3’)



57 NCEA Level 3
credits
Achievement
standards e.g.
maths & stats,
digital
technologies,
accounting,
business studies
STAR courses for
tourism and
hospitality industry
visits with possible
unit standards
option
26/02/16 Version 2
Motivated at school and keen on a
career in a Services related
industry
Has limited work experience in
services industries
Medium to high achievement in
maths and stats, digital
technologies, accounting and
business studies, including some
Merit passes
Motivated to achieve NCEA Level
3 with a certificate endorsement.
Interested to study business
management with an applied focus
in the tourism sector in a tertiary
setting
Achievement and Progression
Tertiary (‘2’)


Status
Currently has
NCEA Level 2 with
a Services
Vocational
Pathway
 Did a food
technology course
in Year 12

48 NZQF Level
3/4/5 credits from
Diploma in
Hospitality
(Management)
At a Polytechnic
Qualifications
Achieve
 NCEA Level 3 with
certificate
endorsement
Plus
 40 Levels 4- 5
credits out of 240
credits towards
Level 5 Diploma in
Hospitality
(Management,
including
electives)
Possible
Pathways
 Complete Level 5
National Diploma
in Hospitality
(Management)
15
Student E Learning Programme Scenario (Construction focus)
Goals
Wants to start working this year and
earn some money
 Interested to explore training in an
area of construction
 Wants to visit a range of jobs
across construction industries to
see what they are like
 Understands working towards a
Level 4 NZ Certificate in Carpentry
is desirable if wanting a career in
the construction industry
 Understands improved achievement
in maths and stats and in physics
subjects will help achieve Level 4
trade qualification
Partnership Programme

Secondary (‘3’)





57 NCEA Level 3
credits
Achievement
standards and/or unit
standards e.g. maths
& stats, physics, PE,
technology
Gateway work
placement in
construction
STAR courses for
industry visits to
construction
businesses
Unit standards
options
26/02/16 Version 2
Profile
 Moderate
motivation in
school subjects
but wants to stay
at school for
another year to
be connected
with friends,
sporting and
cultural activities
Tertiary (‘2’)


48 Level 3/4
NZQF credits
National
Certificate in
Construction
(Carpentry)
through
Part-time
employment
with industry
training
agreement
Status
 Has NCEA Level 2 with a
Vocational Pathways
Award in Construction
and Infrastructure and
high achievement in
Construction and
Mechanical Technology
 Enjoyed being in a
Trades Academy with a
construction focus in
Year 12 and has medium
achievement in maths
and stats, and did not
pass physics
Achievement and Progression
Qualifications
Achieve
 NCEA Level 3
plus
 48 out of 294
credits towards
Level 4 National
Certificate
Construction
Possible
Pathways
 Level 4 National
Certificate
Construction
(Carpentry)
 In employment
with industry
training
agreement
16
Student F Learning Programme Scenario (Hospitality focus)
Goals
Profile
Status
Moderate

Currently has 50 NCEA
 Wants to work towards a Level 3
motivation at
Level 2 credits aligned to
NZC in Hospitality as wants to get
school
a Services Vocational
a job in hospitality
 Keen to get NCEA
Pathway
 Wants to complete NCEA Level 2
Level
2
with
a

Has not yet met the
with a Vocational Pathway Award
Vocational
requirements for gaining
in Services Industries and gain
Pathways
Award
NCEA Level 2, including
Literacy/Numeracy requirements
 Interested to begin
Literacy and Numeracy
 Choosing several subjects to keep
training in
open option to gain NCEA Level 3
hospitality
Option 1
Part time at school (3 days) in part time training on the job (2 days) and focused on keeping
tertiary options open

Partnership Programme
Secondary (‘3’)
Tertiary (‘2’)
Achievement and Progression
Qualifications
Possible
Pathways

48
NZQF
Levels

In employment
Achieve
 57 NCEA Level 3
3/4 credits from
with industry
credits
 NCEA Level 3
Level 4 Nat Cert
training to
 Achievement
 Level 2 Vocational
Hospitality (basic
complete Level 3
and/or unit
Pathways Award in
cookery)
National
standards e.g.
Services Industries
through
Certificate
English, food tech,
plus

Part-time
Hospitality (basic
maths & stats,
 48 out of 96 credits
employment with
cookery)
health/ PE
towards Level 4
industry training
OR
 20 credits Lit/Num
National Certificate
agreement
fulltime tertiary
unit standards
Hospitality (basic
study
 Complete NCEA
cookery)

Level 4 National
Level 2 with VP
Certificate in
Award
Hospitality (basic
cookery)
OR
 Level 5 NZ
Diploma Cookery
Option 2
Part time at school (3 days which includes a one day Gateway placement) and in part time
training on the job (2 days)
and focused on progressing to further industry training with a trade qualification.
Partnership Programme
Achievement and Progression
Secondary (‘3’)
26/02/16 Version 2
Tertiary (‘2’)
Qualifications
Possible
Pathways
17




17 NZQF Level 3
credits from
National Certificate
in Hospitality via
Gateway work
placement in
hospitality
plus
40 Level 2 credits
achievement
and/or unit
standards e.g.
English, food
technology, health/
PE
Vocational
Pathway Award
Literacy/Numeracy
focus
26/02/16 Version 2


48 NZQF Levels
2/3 credits from
Level 3 Nat Cert
Hospitality (basic
cookery)
through
Part-time
employment with
industry training
agreement.
Achieve
 NCEA Level 3
Plus
 48 out of 73 credits
towards
Level 3 National
Certificate in
Hospitality (basic
cookery)
 Literacy/Numeracy
Level 1
 Level 2 Vocational
Pathways Award in
Services Industries



In employment
with industry
training
agreement
Complete Level 3
National
Certificate in
Hospitality (basic
cookery - 73
credits)
Or
Transfer credits
towards
completion of
Level 4 National
Certificate in
Hospitality
(cookery – 96
credits)
18
Student G Learning Programme Scenario (Plumbing related focus)
Goals








Profile
Is interested to explore a
possible career in
plumbing, drainage and
gas fitting.
Wants to visit a range of
businesses and jobs in
construction and
infrastructure industries
Is interested in
understanding how to
operate a business
Post school - would like to
progress to industry
training in a construction
and infrastructure industry
with related tertiary study,
OR study fulltime towards
an applied construction
related qualification





Moderate to high achievement
in maths & stats, physics, and
construction and mechanical
technologies, including some
Merit passes.
Moderate motivation to study,
doing well in applied learning
contexts
Has limited work experience in
construction and infrastructure
industries
In a good position to achieve
NCEA Level 3
Understands there are
significant opportunities in a
range of construction
businesses in own region
Status
Currently has NCEA
Level 2 with a
construction and
Infrastructure
Vocational
Pathways Award,
 Had a positive
Gateway placement
at a plumbing
business in Yr 12.

Partnership Programme
Achievement and Progression
Secondary (‘3’)
Qualifications
57 NCEA Level 3
credits
Achievement
standards e.g.
maths & stats,
physics,
construction and
mechanical
technologies, and
possibly
accounting
STAR courses for
industry visits to
construction and
infrastructure
businesses.
Unit standards
26/02/16 Version 2
Tertiary (‘2’)
48 NZQF Level
3/4 credits from
Level 4 National
Certificate in
Plumbing
 At a polytechnic or
other tertiary
provider

Achieve
 NCEA L3
plus
 48 out of 219
credits towards
Level 4 National
Certificate in
Plumbing
Possible Pathways
In employment with
an industry training
agreement
 In part-time tertiary
study to complete
Level 4 National
Certificate Plumbing
 (with options in
gasfitting and/or
drainage)
OR
 In fulltime tertiary
study – to continue
with Level 4 National
Certificate in
Plumbing

19
Student H Learning Programme Scenario (Electronics related focus)
Goals




Profile
Is interested to explore careers
as an electronics technician or
in electronics related
businesses
Wants to visit a range of
electronics roles across
manufacturing and technology
industries
Is interested to visit the
Defence Forces to explore
electronics roles
Post school - would like to
progress to industry training in
an electronics related industry
with related tertiary study, OR
study fulltime towards an
applied electronics related
qualification





Well motivated to study,
doing very well in applied
learning contexts
High achievement in maths &
stats, physics, digital
technologies and
construction and mechanical
technologies, including some
Merit and Excellence passes.
Has limited work experience
in manufacturing and
technology industries
In a good position to achieve
University Entrance
Understands there are many
opportunities in electronics
related technical services or
manufacturing businesses
Partnership Programme
Achievement and Progression
Secondary (‘3’)




57 NCEA Level 3
credits
Achievement
standards e.g. maths
& stats, physics, digital
technologies, and
construction and
mechanical
technologies
STAR courses for
industry visits to
electronics related
manufacturing and
technology businesses
Unit standards
26/02/16 Version 2
Status
Currently has
NCEA Level 2
with a
Manufacturing
and Technology
Vocational
Pathways Award,
 Had a positive
Gateway
placement at an
electronics
manufacturing
business in Yr 12

Tertiary (‘2’)


48 NZQF credits
from Level 6 NZ
Diploma in
Engineering
(focus on strands
in Electronics
and Electrical)
At a Polytechnic
or other tertiary
provider
Qualifications
Achieve
 NCEA Level 3
 UE award
plus
 48 out of 120
credits towards
Level 6 NZ
Diploma in
Engineering
Practice
(focus on
strands in
Electronics and
Electrical)
Possible
Pathways
 In employment
with industry
training
agreement, with
part-time study
towards Level 6
NZ Diploma in
Engineering
Practice
OR
fulltime tertiary
study
 Level 6 NZ
Diploma in
Engineering
Practice
OR
 Level 7 B.Eng.
Tech
(Engineering)
20
Appendix 2: Frequently Asked Questions (FAQs)
Below are a number of questions that may arise when people consider using variations of a 3+2
approach. These questions may be added to as the approach is applied and further developed.
General Questions and Answers
What are 3+2 approaches?
3+2 approaches show ways in which the Level 3 Vocational Pathways could be implemented using
a multiple partnership approach. They are for school students who want to achieve NCEA Level 3
while working towards a tertiary or industry qualification (at Level 3 or above). 3+2 enables students
to participate part-time in tertiary education or industry training, while also being enrolled part-time
at school. Doing 3+2 will help students to make a smoother transition to further study or industry
training and employment.
The ‘3’ and ‘2’ in ‘3+2’ refer to the amount of time students spend at school or in another setting – in
this case three days at school and two days elsewhere. These times aren’t fixed; the split and
organisation of time can be structured in whatever way suits the learning needs of the student. For
more information about how time could be split (the variations to 3+2), refer to pages 5 and 6 in this
guide.
Who is 3+2 for?
3+2 is designed to support the kind of 16-19 year old student who:

returns to school with NCEA Level 2 to do a year of study and is at risk of not achieving a
NCEA Level 3

returns to school with NCEA Level 2, but is likely to leave during the year without achieving
NCEA Level 3

leaves school with NCEA 2, but who might return to school and achieve NCEA Level 3 if the
curriculum offering were more relevant to them.
How do the 3+2 approaches work?
3+2 approaches provide students with more flexibility to pursue areas of learning that interest them,
in two different settings.
The split between the two education settings for a student through a 3+2 approach will typically be
about 15 hours in school and 12 hours (for 48 credits) in tertiary study or industry training a week.
Some schools already offer their students something similar to the 3+2 approach, as it is possible to
do this within existing school and tertiary funding settings. If the 3+2 timing doesn’t work, then
timings can be changed to suit.
What are some examples of 3+2 approaches?
Some schools already offer their students a programme that reflects the 3+2 approach.
26/02/16 Version 2
21
In 2016, partnerships have been developed between two Hamilton schools and a polytechnic to
offer school and tertiary learning for a group of approximately 30 students. The three days at school
comprises mathematics and physics plus the student’s choice of one other subject connected to the
contexts provided in the tertiary setting. The remaining two days are being spent at the polytechnic
studying either building and construction or mechanical engineering. The Level 3 assessment
standards contribute to NCEA Level 3 and offer pathway opportunities to studying the NZ Diploma
in Engineering.
In 2016 at Taieri College, in partnership with the Primary ITO, some students are combining school
with industry training. They attend school for three days per week (or in a block if this suits the
industry better) with their school courses designed around their agricultural interest. For the
remaining time they work in an agricultural setting of their choice, including dairying, sheep/beef,
horticulture or forestry. This arrangement helps to bridge the gap between school and tertiary
education. Employers and students see the value of on-job experience leading to possible
employment opportunities down the track. The school principal credits the supportive community
with making this offering a possibility.
What are the benefits of 3+2 approaches?
3+2 approaches show ways to broaden the choices available and improve the chances of learners
achieving NCEA Level 3.
The approaches enable greater provision of engaging, relevant programmes that support more
successful progression to further study, training and work.
For detailed benefits for young people, schools, tertiary, industry training provider and employers
refer to pages 2-4 in this guide.
Questions and Answers for students
How do I get involved in 3+2 approaches?
If you are interested in a 3+2 programme, you can ask to be part-time enrolled so that you can take
a suitable 3+2 programme. Schools may or may not already have 3+2 options or something similar
available. The school will need to consider whether it can offer the learning in this, or a similar,
arrangement.
Will I be able to achieve University Entrance (UE) through 3+2?
Yes. With careful planning a University Entrance award is achievable through variations of a 3+2
approach, but you will have to meet the current University Entrance requirements. More information
about these can be found at the New Zealand Qualifications Authority website.
Can I achieve a tertiary or industry qualification through 3+2 approaches?
The qualifications that support your chosen pathway through 3+2 can be a combination of
achievement standards that lead to NCEA Level 3 and National/New Zealand Certificates or
Diplomas.
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22
Whether you can gain the tertiary qualification in the one year of study depends on the number of
credits you take in your tertiary study. As tertiary study through 3+2 is part time, you may not
complete a tertiary qualification at Level 3 or above in one year. However, you can complete the
tertiary qualification in the years following leaving school, if you choose to.
If I have achieved a standard in one setting, can I get the credits for doing it again in
another setting within my 3+2 programme?
No, you can only achieve the credits for any standard once.
Your learning programme needs to be carefully managed between providers to make sure you are
not achieving standards in one setting (eg. at school) and being expected to do them again in
another setting (eg. with a tertiary provider or in industry training). The Government will not pay for
them to be done again. Ask your providers for advice about this.
Can I get a Student loan to pay for tertiary course fees?
If a tertiary provider charges course fees (which they are entitled to do), you may be able to access
a student loan for these costs.

You must be studying 0.25 'Equivalent Full-Time Student' (EFTS) or more at a tertiary
provider to get a student loan for course fees.

You cannot get a student loan for living costs and course-related study costs if you are not
studying full-time in a tertiary provider.

If you are under 18, you will need parental consent to borrow.
All eligible New Zealanders can get a student loan for study with a value of up to seven EFTS about seven or eight years of full-time study. This is the lifetime limit for accessing a student loan. If
you access a student loan for course costs through 3+2, this will count towards your lifetime limit.
You should talk to your parents, whānau and school to help you to make careful choices about the
type and cost of tertiary study undertaken through 3+2.
Could the credits I have gained doing a 3+2 programme contribute towards another
qualification?
Sometimes you may find the credits from the standards you have achieved can also count towards
another qualification, and you should not have to do them again. Ask your provider about this.
If I complete part of a qualification with one tertiary provider can I finish it with
another tertiary provider?
You will need to check with your provider whether you can do this.
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23
Where can I get support or help with my study?
You can talk to your teachers, deans, guidance counsellors and careers advisers at school. For
further information on student loans or allowances, go to the Studylink website.
Tertiary education providers generally offer a range of student support services for students
needing help or experiencing difficulties. There are several services available from different
providers.
Will doing tertiary study or industry training help me achieve NCEA Level 3?

If you are doing a qualification at Level 3 or higher assessed by unit standards, the credits
can be counted towards NCEA Level 3. Note that some qualifications are not assessed by
standards and therefore will not contribute to NCEA. If you are not sure, check with your
provider.

There are many students who leave school without fully completing NCEA Levels 1, 2 or 3,
who earn additional credits while undertaking study outside of school. These can also count
towards NCEA qualifications.

If you think that you might be eligible for something like this you should contact NZQA to
confirm whether credits earned in other study can count towards NCEA qualifications.
Where can I get help with choosing what to study through 3+2?
You can talk about a 3+2 programme with your parents and whānau, teachers, careers advisers or
deans at school.
The Youth Guarantee website has several tools that can assist you.

Students Key Info can help you to plan school and tertiary study and career options. It
shows you how you can make progress towards where you want to get to through 3+2
approaches.

The Profile Builder is a tool that helps you to explore your study options. By putting in the
achievement or unit standards you are currently doing, or those you might like to do, you
can see where you are heading and think about where you would like to go.

The Profile Builder also includes a Literacy and Numeracy calculator to help you track how
you are progressing towards meeting your Literacy and Numeracy requirements for NCEA.
The Sussed interactive tool on the Studylink website helps you to understand all of the costs
involved with tertiary study. This is helpful if you want to do further study after you leave school.
NZQA has developed a mobile App called NCEA Student to help you plan your NCEA study
programme, set goals and track your progress. The App is available free from iTunes and the
Google Play Store .
NCEA Pal is a tool designed by students for students to help you navigate through NCEA and
education. NCEA Pal has a timetable tool, diary tool and helps you to keep track of your progress
with the Vocational Pathways. It also allows you to connect with your school and import dates and
26/02/16 Version 2
24
notices to the app. NCEA Pal is free to download from the Apple App Store and the Google Play
Store
The Ministry of Business, Innovation and Employment’s (MBIE) Occupation Outlook 2015 tool is
designed to help you make well-informed career choices. The occupations in the tool are grouped
under the six industries used in the Vocational Pathways. The Occupational Outlook App is free to
download from the Apple App Store and the Google Play Store
The Careers New Zealand website also has a range of interactive tools to help you to decide what to
study. These tools include:

Compare Study Options – provides information on earning and employment outcomes from
different study options

Subject Matcher – gives job information based on the subjects students are most interested
in

Skill Matcher – generates job ideas based on a student’s skills and interests, and gives them
guidance on what to do next

Regional Job Matcher – matches skills to jobs in a region
You can also call Careers NZ toll free on 0800 222 733 for help.
How do I travel to work or get to the tertiary organisation?
Part of becoming more independent is to figure out how you get yourself to a place of work or
tertiary organisation. Sometimes tertiary organisations can help, so ask the relevant provider.
Questions and Answers for education providers and Industry Training
Organisations
How do schools, tertiary providers and ITOs get involved in 3+2 approaches?
There is nothing to stop you looking into it now!
For 2016, the Ministry of Education is encouraging schools to explore partnerships with tertiary
organisations and industry to provide broader opportunities for young people.
If you have any questions about 3+2 approaches or want to become involved, feel free to contact a
regional Youth Guarantee Secondary-Tertiary Lead. Contact details are available on the Youth
Guarantee website.
Is there any additional funding for schools, tertiary providers or ITOs for 3+2?
3+2 approaches use current settings and funding arrangements to support students to participate
both in school and either tertiary education or industry training.
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25

Schools receive funding for part-time students aged 16 and over. The roll-return guidelines on
the Ministry of Education website explain how schools can calculate part time students as
fulltime equivalents

The Tertiary Education Commission (TEC) is responsible for funding the Government's
contribution to tertiary education and training.

Tertiary education providers receive Student Achievement Component (SAC) Level 3+ funding
for any part-time students they enrol.

3+2 learners who are industry trainees are eligible for Standard Training Measure (STM)
funding, which is managed by ITOs.

ITOs can also apply for limited Joint Ventures and Amalgamation Projects (JVAP) funding to
support collaboration7.

There is no specific additional funding to support the administration or pastoral care needs of
students engaged in a 3+2 programme.
Can schools use Secondary-Tertiary Alignment Resource (STAR) or Gateway
funding for 3+2 approaches?
Both STAR and Gateway funding can be used to help students experience relevant, coherent
learning aligned to Vocational Pathways beyond the school. Schools need to be aware of the
particular requirements of each of these programmes.
The Ministry recommends that the learning from the experiences provided by STAR and Gateway is
well connected with the learning in school.
Go to the Youth Guarantee website to find out more about STAR and Gateway.
The Tertiary Education Commission also provides information on the use of Gateway funding by
secondary schools.
How could practical delivery be organised?
The ‘3’ and ‘2’ in ‘3+2’ refers to the amount of time students spend at school or in another setting –
in this case three days at school (0.6 Full time Equivalent (FTE)); two days elsewhere (0.4 FTE).
These times aren’t fixed; the split and organisation of time can be structured in whatever way suits
the learning needs of the student. For more information about how time could be split refer to pages
5 and 6 in this guide.
The school and tertiary institution/ITO will need to agree on how this delivery time is offered. It may
not be in a conventional working week; for example, the industry training component could occur
during the holidays, or in specific blocks of time.
The various partners in the partnership develop the content of their parts of the programme to fit the
learning needs of the young person. Partners should liaise with one another to form one coherent
programme.
7
JVAP funding is part of the Industry Training Fund managed by the Tertiary Education Commission. One purpose of the funding is to
assist industry training organisations (ITOs) to undertake joint ventures.
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26
Who is responsible for the welfare of a young person?
When at school or in a tertiary/industry setting a learner is under the pastoral responsibility and
practices of the school or the tertiary/industry provider.
It is very helpful for the learner if arrangements are made between partners to report and discuss
achievement and progress on a regular basis with the learner and their family/whānau.
How could credit reporting be managed?
While each partner (school, tertiary institution or ITO) is responsible for reporting credits earned in
their setting to NZQA, it can be beneficial to streamline credit reporting through one provider, by
agreement. This will minimise unnecessary additional costs to the learner and supports timely
reporting of credits.
Questions and Answers for parents, family and whānau
What are the costs associated with 3+2 approaches?
NCEA costs
Entry to NCEA for all eligible New Zealanders costs $76.70 (inc GST) per student per year. Check
with your provider whether you are required to pay this and how you can do so.
For more information about NCEA, fees, and financial assistance, see
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/understanding-ncea/howncea-works.
An NCEA Guide App is also free to download from the Apple App Store and the Google Play Store
Tertiary costs
You may be required to pay fees to the tertiary provider for their part of the programme.
To cover tertiary course fees, your child may be able to access a student loan. They must be
studying 0.25 Equivalent Fulltime Student (EFTS) or more, which is just over one day per week.
As they are in part-time tertiary study through 3+2, they will only be able to apply for course fees.
Students must be in full-time tertiary study to access a student loan for living costs and courserelated costs. If your child is under 18, they will need parental consent to borrow through the
Student Loan scheme.
Is my child eligible for Youth Guarantee Fees Free funding through 3+2?
Students involved in 3+2 are not eligible for Fees Free support because they are part-time in
tertiary, and Fees-Free funding requires full-time tertiary enrolment.
The primary focus of the Fees-Free scheme is to provide fulltime students who are 16-19 years with
an opportunity to study towards NCEA Level 2 aligned with one or more Vocational Pathways at
tertiary education providers free of charge.
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Will the family of a 3+2 student still receive Working for Families Tax Credits for their
Child?
Families of 3+2 students will still be able to access Working for Families Tax Credits payments for
each "dependent child", provided the student is:

18 years or younger, and

financially dependent.
This supports students financially who do not:

work more than 30 hours a week, or

receive a student allowance, a benefit or other government assistance.
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