Understanding the New NZQA Insights on Foundational Skills
The New Zealand Qualifications Authority (NZQA) has released a detailed insights paper examining the dedicated co-requisite assessments for literacy and numeracy within the National Certificate of Educational Achievement (NCEA). Published in June 2026, the document provides a comprehensive look at how these standards have been developed, implemented, and received since becoming the recommended pathway in 2023. For universities and colleges across New Zealand, this development carries significant weight because NCEA qualifications, particularly the literacy and numeracy components, form a key part of University Entrance requirements that determine student readiness for tertiary study.
NCEA serves as the main secondary school qualification in New Zealand, and its co-requisite standards ensure students demonstrate functional capabilities in reading, writing, and mathematics before progressing. The paper highlights how these assessments create a more consistent benchmark compared to previous flexible approaches that allowed a wider range of standards to count toward the requirements.
Historical Context of Literacy and Numeracy in NCEA
Since NCEA Level 1 began in 2002, students have needed to meet literacy and numeracy criteria. Earlier systems permitted meeting these through numerous achievement and unit standards, offering flexibility for diverse learning pathways. However, this led to inconsistencies in how foundational skills were demonstrated and verified across different schools and providers. Over time, concerns grew that the approach did not deliver a reliable, nationally comparable signal of students’ practical abilities in these essential areas.
In response, the Ministry of Education introduced dedicated co-requisite standards. These standards aim to establish a clear, curriculum-aligned benchmark that strengthens confidence in NCEA outcomes for employers, tertiary providers, and the wider community. The shift reflects broader efforts to ensure graduates possess the core skills needed for further education and workforce participation.
Design and Key Features of the Co-requisite Standards
The six dedicated standards cover literacy and numeracy through both English-medium and Māori-medium pathways. Three standards—Reading, Writing, and Numeracy—align with the New Zealand Curriculum (NZC). The parallel trio—Te Reo Torohū, Te Reo Whakaputa, and Pāngarau—derive from Te Marautanga o Aotearoa (TMoA), supporting equitable access for students in Māori-medium education settings.
Assessments are externally developed and marked by NZQA, promoting national consistency in conditions and judgements. They target upper Level 4 to lower Level 5 of the curriculum, focusing on functional capability rather than advanced subject-specific knowledge. Students can attempt the assessments multiple times each year, with results issued as Achieved or Not Achieved. Marking combines automated systems and human review to expedite results.
Pilots ran in 2021 and 2022, involving hundreds of providers, followed by independent evaluation confirming the assessments’ quality and appropriate curriculum level.
Participation Trends Across Schools and Year Levels
Data in the paper shows strong uptake. Since 2022, roughly 231,000 students have sat at least one co-requisite assessment. Participation grew steadily, reaching 115,584 students in 2025. Numeracy attracted the highest numbers, with around 213,000 participants over the period.
In 2025, nearly half of participants were in Year 10, with about 75 percent of enrolled Year 10 students attempting the assessments. Year 11 accounted for roughly one-third, while older and younger students made up smaller shares. Almost all schools offering NCEA (97 percent) now provide access to these assessments.
Māori-medium participation, while smaller in absolute terms, is growing. Around 1,700 students engaged with Te Reo Torohū, Te Reo Whakaputa, or Pāngarau assessments in 2025, with the majority from Kura Māori providers.
Achievement Rates and Equity Considerations
Achievement has shown gradual improvement. In 2025, Reading reached 72 percent, Writing 68 percent, and Numeracy 63 percent. More than 85 percent of Year 11 students meeting literacy and numeracy requirements by the end of that year did so through the dedicated co-requisite standards.
Equity gaps remain evident. Students at schools with fewer socio-economic barriers achieved at roughly double the rate of those facing greater barriers in 2025—for example, 80.1 percent versus 40.0 percent in Numeracy. Similar disparities appear in Reading and Writing. Māori-medium standards recorded strong results, with Pāngarau at 81 percent and Te Reo Torohū at 83 percent.
Students average 1.3 attempts per standard, with Numeracy requiring slightly more on average. A small cohort has attempted standards four or more times without success, underscoring the need for targeted support for some learners.
Quality Assurance and School-Level Implementation
NZQA conducted 140 quality assurance checks in 2025, reviewing administration practices at schools and kura. These visits provided individual feedback and helped identify sector-wide strengths and areas for improvement in delivering the assessments under consistent conditions.
The checks reinforce the model’s emphasis on reliable processes that support valid and comparable results nationwide.
Implications for New Zealand Universities and Colleges
Stronger foundational literacy and numeracy directly benefits higher education institutions. University Entrance (UE) requirements include NCEA Level 3 plus approved literacy and numeracy credits. Consistent co-requisite results give universities greater confidence in incoming students’ readiness for academic demands in fields ranging from sciences and engineering to humanities and professional programmes.
Improved signals of capability may reduce the need for remedial support in first-year courses and support higher retention and success rates. Tertiary providers can also use the data to inform targeted bridging programmes or partnerships with secondary schools.
Links to related opportunities appear on sites such as higher-ed-jobs and higher-ed-career-advice, where academics and administrators can explore roles supporting student transition and success.
Stakeholder Perspectives and Sector Response
The paper integrates findings from quality assurance alongside quantitative trends, presenting a balanced view of progress. Schools appreciate the multiple assessment windows and re-attempt opportunities, while noting the importance of preparation support. Māori-medium providers value the parallel pathway that honours Te Marautanga o Aotearoa.
Universities and colleges stand to gain from graduates who enter with verified functional skills, aligning with national goals for a skilled workforce and successful tertiary transitions.
Photo by Markus Winkler on Unsplash
Challenges, Ongoing Support, and Future Outlook
Persistent equity gaps and the small group of students requiring multiple attempts highlight areas where additional resources or differentiated approaches could help. The paper notes that intensive or specific support remains necessary for some learners.
Looking ahead, NZQA’s ongoing monitoring and the Ministry of Education’s curriculum alignment efforts will shape refinements. The assessments’ design supports continuous improvement while maintaining national consistency.
Further reading is available directly from NZQA at the official insights paper page and the downloadable PDF.
Conclusion: Strengthening the Pathway to Tertiary Success
The NZQA insights paper confirms that the NCEA co-requisite assessments are fulfilling their core purpose of delivering a trusted, consistent measure of foundational literacy and numeracy. For New Zealand’s higher education sector, this represents an important step toward ensuring students arrive at universities and colleges better prepared for the rigours of tertiary learning.
As participation stabilises and achievement trends continue upward, the system supports both individual student success and broader national objectives for educational quality and equity. Institutions can build on this foundation through enhanced transition programmes and collaborative initiatives with secondary providers.