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Teaching the teachers
The School Influencers Workshop series focuses on new ideas in Early Childhood Education, English Language teaching and educational management and leadership. Originally planned to be delivered in-person, this is the first time the course will be held online.
Members of the UC College of Education, Health and Human Development will deliver the online courses to more than 100 education practitioners and administrators alongside in-market organisations Teach for Indonesia and Teach for the Philippines.
UC Associate Dean (International), Dr Stuart Wise, said “The College of Education, Health and Development at the University of Canterbury is delighted to support this initiative sponsored by Education New Zealand. We are very keen to support our colleagues at Teach for Indonesia and Teach for Philippines are looking forward to the opportunity to engage with course participants and share some of our expertise with them.”
The professional development of teachers has been a key part of ENZ’s South East Asia engagement strategy since 2016.
“The School Influencers Workshop series gives teachers and administrators a taste of New Zealand’s top-quality education by offering an insight into our hands-on teaching methodologies and contact with top academics,” ENZ Market Manager Indonesia, Malaysia and Philippines, Desiree Lee, said.
“Teachers, counsellors and school leaders remain a key group of influencers in a student’s study journey. They are an important group which ENZ will continue to engage as the international education sector recovers from COVID-19.”
APAC TVET Forum: Bringing us together
The inaugural Asia Pacific Technical and Vocational Education and Training Forum will be held online on the first two Fridays in November 2021. The event – themed “Bringing us together” – will allow people in the sector to share best practice and foster new connections despite COVID-19 travel restrictions.
The APAC TVET Forum will be opened by New Zealand’s Minister of Education, Chris Hipkins, and will feature an address by the Chief Executive of Te Pūkenga New Zealand Institute of Skills and Technology, Stephen Town.
The forum is driven by partners Te Pūkenga, Education New Zealand and Skills Consulting Group.
ENZ Chief Executive Grant McPherson says with an increasing emphasis on applied learning and work-ready graduates, the applied vocational sector in Aotearoa New Zealand has much to offer.
“A New Zealand education produces in-demand graduates with the skills and knowledge they need to join the workforce with confidence,” Mr McPherson says.
The APAC TVET Forum will bring together experts from the three sectors vital to effective technical and vocational education – government, industry and education. It will offer government-to-government, business-to-business and system-to-system content streams – bringing people together for a cross-system conversation.
There is no cost to register for forum sessions on 5 and 12 November, and there are networking opportunities and sessions on the days in between.
The international heft will come from speakers including Professor Christina Hong, President of the Technological and Higher Education Institute of Hong Kong and Marc Gomes, Group Senior Vice President and Head of Training for ADECCO Global.
The Pacific representatives include Dr Isimeli Tagicakiverata, Director of the National Training and Productivity Centre at the Fiji National University, who is presenting on upskilling, reskilling and lifelong learning as part of the system-to-system content stream.
The APAC TVET Forum builds on the strong foundations of the Sino-NZ Vocational Education and Training Model Programme, a forum for sharing best practice that is widely acknowledged as beneficial to both countries. Under this programme, Chinese and New Zealand institutions have taken turns to host the annual New Zealand-China Higher Vocational Education Conference.
China’s Central Institute of Vocational and Technical Education – a China Ministry of Education thinktank – has supported and presented at the previous conferences and will deliver a keynote presentation at the APAC TVET Forum.
Wherever we live in the world, a thriving future is what we all want. Governments, industries and educators are all working together to upskill and reskill workforces disrupted by the pandemic. The APAC TVET Forum is a chance to be part of the solution. To register or find out more, go to www.apactvetforum.com.
Diversity and inclusion in North America
“Partnering with marginalised communities around us to confront harm in our past is something we all have to practise,” says course co-ordinator David Wick, Associate Professor, Middlebury Institute of International Studies.
"What was striking was that, from the first in-person meetings, everyone was willing to make personal connections to the content, share their own learning and vulnerabilities, and very curious as to how they can learn from one another to create better learning environments.”
Diversity Abroad, based in US, is the largest organisation focused on diversity, equity and inclusion in international education. ENZ works with Diversity Abroad on a range of initiatives, such as the annual Global Inclusion Conference, as well as partnering to deliver the specially designed course.
Attended by 18 people from NZ universities and ENZ, the three-month certificate course was fully online. Workshops, group discussion, videos, articles and assignments kept the participants highly engaged, and feedback on the course was very positive.
Dr. Anna Foster, Study Abroad and Exchange Manager at the University of Canterbury, says the programme provided a comprehensive exploration of Access, Inclusion, Diversity and Equity (AIDE) in relation to student mobility.
“The programme was really valuable in gaining a deeper understanding of AIDE as it relates to Education Abroad, particularly due to the focus on considering every aspect of the student mobility journey in an end-to-end approach from the perspective of diverse cohorts,” Anna says.
“This has certainly influenced our team approach on an ongoing basis - it has shaped many of the continuing conversations we have around our outreach and processes, and has also helped us consider how we can further partner with both external and internal partners to better support our students.
“I think all of the group also found the programme to be impactful from a self-reflection perspective, prompting some really useful reflection on the backgrounds, biases and perspectives that shape each of us and how we can use this awareness as leaders and in our work with students.”
Anna also appreciated the practical focus of the course, and says her team is now considering some of the barriers to outbound mobility for diverse and under-represented cohorts, and working on strategies to address these.
Sarah Sung, Study Abroad Manager at the University of Auckland, also found the programme very beneficial.
“The programme has given me opportunities to delve into every single aspect of our team’s work through AIDE lenses as well as reflect on our past initiatives relating to diversity and inclusion. I learned that to make diversity work, AIDE should not be seen as a stand-alone project or matter but be embedded in our everyday life and all work,” Sarah says.
Sarah says AIDE conversations will be part of regular team meetings, as well as being integrated into team members’ KPIs and performance reviews, and she is working on a plan to increase participation from under-represented students.
“This includes extensive work in identifying opportunities to collaborate with partners for diversity and inclusion goals, reviewing our scholarship, communications and co-curricular programming for diverse students and developing a system for data collection.”
Lewis Gibson, ENZ’s Field Director North America, also took part in the course and says feedback from the cohort participants demonstrates the need for further AIDE learning in the New Zealand international education sector.
“Hearing from colleagues about the personal and professional measures they are actively putting in place to support under-served inbound and outbound students, as a direct result of this programme, is inspirational,” he said.
For more information about the International Education Diversity & Inclusion Certificate, contact Lewis Gibson at Lewis.Gibson@enz.govt.nz
Around the world in five - May 2022
Two new sector-facing leadership roles at ENZ
GM Sector Engagement
We look forward to welcoming Wendy Kerr to Education New Zealand Manapou ki te Ao (ENZ) on 3 October 2022. Ms Kerr will take up the newly-created role of General Manager, Sector Engagement.
Joining us from fintech Valocity where she was Global Chief Operations Officer, Ms Kerr has rich experience in both education and commercial businesses globally.
Prior to Valocity, she was Director of the Centre for Innovation and Entrepreneurship at the University of Auckland. She led the team there to transform the Centre and enabled the University to be recognised as Entrepreneurial University of the Year in the Asia-Pacific.
Ms Kerr is also Board Director for The Icehouse and sits on the Board of Epsom Girls Grammar. Previous roles include General Manager for Pearson PLC London, and Asia-Pacific Marketing Manager for Apple. She has been a TEDx speaker and has published a number one bestseller on Amazon - ‘Corporate Crossovers’. Ms Kerr has a Ngāti Mutunga and Moriori heritage and will be based in our Auckland office.
The Sector Engagement group delivers strategic initiatives in partnership with sector partners and stakeholders, undertakes business development, and designs and delivers new products and services.
GM Sector Services
Sahinde Pala was recently appointed to the newly-created role of General Manager, Sector Services.
Ms Pala joined ENZ in 2016 after 18 years working for a multinational group of English language schools. With a career dedicated to international education, she brought extensive private sector experience in international marketing, stakeholder engagement and student experience delivery to the organisation.
Ms Pala has held a number of roles at ENZ working with education providers, government stakeholders, regional groups, peak bodies, students’ associations and community groups. She was heavily involved in developing the International Student Wellbeing Strategy.
With a passion for delivering an excellent customer experience, Ms Pala will be leading the newly formed Sector Services team to deliver a suite of products and services that support the sector to rebuild and thrive. This includes student experience, global citizenship, global events, and agent engagement, as well as scholarships to support domestic students to have an international education experience, and international students to study in New Zealand.
Sahinde is based in our Auckland office and spends her time outside of work standing on the sidelines of sports fields supporting her young boys.
View all senior leadership team members here.
Australian fair offers global gateway for Kiwi Edtech
Although Australia is not a traditional student attraction market for New Zealand, its proximity to us as well as its size, recent digital education reforms in the wake of COVID 19, and its links to the rest of the world, create opportunities for our education technology products and services community.
This was the first time ENZ participated with edtech companies as a group in this two-day conference and expo. With more than 11,000 attendees, 250 speakers, 250 exhibitors and 10 sub conferences (including one on edtech innovation,) EduTECH 2022 is the most comprehensive cross-sector event for education in the southern hemisphere. It brings together ‘educators and solution providers to exchange and explore ideas, techniques, and technology, with the aim of improving teaching, training and learning and raising the education standards in Australia and the world.’
ENZ worked closely with New Zealand Trade and Enterprise (NZTE) to maximise the overall impact for New Zealand Inc from the event, with both organisations supporting edtech companies to take part.
Six of NZTE’s focussed edtech customers (Orah, iUgo, Hero, Banqer, StepWeb and EdPotential) were hosted in a NZTE Pavilion at EduTECH. ENZ also supported seven edtech companies keen to explore opportunities in Australia: Learn English Live, Chasing Time English, Language Fuel, ByteEd, Kai's Education, Pacific Kids' Learning and TTRO. Two other New Zealand companies, Education Perfect and MyMahi, also participated independently.
In the spirit of collaboration, ENZ hosted an event at the NZTE Pavilion that enabled all 15 companies to connect with a number of Australian education providers as well as with NZTE, to share ideas and insights about edtech opportunities for New Zealand in Australia.
ENZ’s delegation also took part in the local Australian Education Technology Association’s ‘Pasta with Peers’ informal dinner, an opportunity to connect with over 200 Australian edtech founders and CEOs.
“I found the conference really valuable - we actually picked up a series of Indigenous schools to connect in with our Indigenous programme for next year so that was great,” says Will Clarke, Learn English Live co-founder and director.
“EduTech Australia is where it’s happening this week! Lots of information to absorb and great insights on all things edtech! It’s been awesome meeting and spending time with like-minded people who are working hard to build their businesses and brand outside of NZ. With the support of ENZ and the introduction to the NZTE team here, the future looks bright for Pacific Kids Learning,” says Evo Leota-Tupau, founder of Pacific Kids Learning.
Aotearoa’s edtech community is increasingly being recognized for the valuable contribution it makes to international education around the world, says Alana Pellow, Business Development Manager at ENZ.
“For example, it was great to see two edtech companies being included in the Prime Minister’s recent trade mission to Australia, while several edtech exporters featured in Minister Hipkins’ recent international education engagements in the Americas.”
Following ENZ’s successful participation in EduTECH2022, Ms Pellow is keen to explore further opportunities to bring the collective energy and momentum of the edtech sector together, to support its contribution to international education and the outcomes for learners.
- Aotearoa EdTech Excellence white paper 2021, developed by EdTechNZ in partnership with ENZ, says that more than 90% of New Zealand edtech businesses export or have ambition to export, with the main markets being the United States (26%) and Australia (24%).
- Education 2030 , a report by HolonIQ, includes predictions about the future growth of the global education market and the role of technology.
- Australia Perception Research 2022 | New Zealand Story Group (nzstory.govt.nz), a webinar by NZStory, suggests Australia is one of the most accessible international markets for New Zealand businesses to enter, and highlights Australia’s growing admiration for the values it perceives New Zealand represents – particularly our leadership and indigenous journey. Our te ao Māori values of manaakitanga and kaitiakitanga resonate deeply with both Australian consumers and businesses.
From the CE: Building back New Zealand’s international education experience
One of the highlights for me was experiencing a warm Southern welcome in Christchurch and Dunedin, in late August. It was useful to hear from a cross-section of key education providers and other education-related organisations about what’s top of mind for them. There was an opportunity to hear about their plans for the year ahead and discuss what’s being planned at Education New Zealand Manapou ki te Ao (ENZ), and how we can best support each other.
People expressed cautious optimism about inbound student numbers for 2022, saying they have adequate applications in the pipeline to be comfortable with progress (as much as 50% of pre-pandemic levels for some). They mentioned that the fourth border exception group of international students, Cohort 4, is having a positive impact on student numbers. Many of the recent arrivals had started their studies with New Zealand online in their home countries – a testament to the huge effort made by providers, with support from agents and our international teams, to continue reaching out to students and offering online study options while our borders were closed.
The visit ended with a Christchurch City Council and ChristchurchNZ mayoral welcome for around 140 tertiary international students, from across the wider Christchurch region – a memorable evening.
Another successful welcome for international students took place in September, hosted by the University of Auckland. Both Prime Minister Jacinda Ardern and Education Minister Chris Hipkins spoke at the event, in a clear demonstration of the government’s commitment to international students and international education.
This week I returned from a short visit to London and Barcelona, as part of ENZ’s plans to revisit all our key partner countries now our borders have reopened. The timing coincided with the annual EAIE Conference and Exhibition in Barcelona, which attracted more than 6,300 participants from over 90 countries. EAIE is the largest business-to-business conference and international education event in Europe. It provided a great opportunity to reconnect with key partners and other contacts, and to continue to let them know we are open to welcome students. You can read more about New Zealand’s pavilion at EAIE and the providers who took part in this month’s E-News.
In London, I had a series of meetings with key government and education sector contacts, including Professor Sir Steve Smith, the UK Government International Education Champion. A range of opportunities were discussed during these meetings, and we will follow up on these with the sector in New Zealand. I also met with journalists to promote a New Zealand education, including Times Higher Education and StudyTravel magazine. The final engagement of the London trip before heading off to Barcelona involved presenting an award at the PIEoneer Awards ceremony. The four awards won by New Zealand organisations that evening are covered later in this issue.
Finally, I’d like to thank everyone involved in the Asia Pacific Technical & Vocational Education and Training Forum, which took place from 14-15 September 2022. This online event, which is run in partnership between Te Pūkenga, Skills Consulting Group and ENZ, attracted more than 2,000 delegates from 60 countries, and has resulted in significant positive feedback.
In the spirit of Te Wiki o te Reo Māori I’d like to end with a whakataukī that highlights the importance of language:
Kia kaha, te reo Māori - Let’s make the Māori language strong!
Ngā mihi nui,
Steve Maharey | Chair
Steve Maharey is an independent Director, commentator and consultant on a wide range of social and political issues. He was previously the Vice-Chancellor of Massey University. He is a former Member of Parliament and Senior Minister in the New Zealand Government (1999-2008). In 2009, as part of the Queen's New Year Honours List, Steve was made a Companion of the New Zealand Order of Merit for services as a Member of Parliament.
Lyn Provost | Board member
Lyn Provost was Controller and Auditor-General from October 2009 until 2017. From 2001 to 2009 she was the first female and civilian Deputy Commissioner of New Zealand Police. Lyn is currently a member of the International Auditing and Assurance Board. In 2016 she received the Global category award in the nationwide Women of Influence awards. In 2017, as part of the Queen's Birthday Honours List, Lyn was made a Companion of the New Zealand Order of Merit for services to the State.
Dr Linda Sissons | Board Member
Dr Linda Sissons is a highly experienced chief executive in the tertiary education sector. Dr Sissons is currently the Acting Chief Executive at UCOL. She was also a member of the NZIST Establishment Board (2019-2020).
Before that she was interim Chief Executive of Taratahi Agricultural Training Centre (2015-2016), Chief Executive of the Wellington Institute of Technology (2001-2015) and of Hutt Valley Polytechnic (1999-2001). In 2006, Dr Sissons was made a Companion of the New Zealand Order of Merit for services to tertiary education.
Rachael Tuwhangai | Board member
Rachael is a descendant of the Tainui Waka and of Ngati Maniapoto. She is Co-Director of Maori and Pasifika Support Services (MAPSS) which focuses on the intersection between indigenous people’s and improving social outcomes. She is a former academic of the University of Auckland’s Faculty of Education; Education Manager of the Auckland South Corrections Facility, and a former Secondary School Teacher.
Rachael’s governance experience includes:
The New Zealand Qualifications Authority (NZQA), Manukau Institute of Technology, The Auckland Museum, Voyce: Whakarongo mai, Variety Children’s Charity, Man Alive Charitable Trust, Auckland Community Law Centre and COMET Auckland.
Daniel Wilson | Board Member
Daniel Wilson started his career in Auckland as a music teacher. After positions at several schools in Auckland and London, Daniel was appointed to the Leadership team at Manurewa High School in 2007, firstly as Deputy, then Associate Principal.
In 2015, Daniel moved to Nelson to take up the position of Principal at Nayland College. Daniel has extensive knowledge of International education from a secondary perspective, with Nayland College hosting approximately 80 international students from around the globe in 2020. Daniel also has a very good understanding of a range of markets and marketing approaches, having overseen a 40% increase in International numbers since joining Nayland College.
As well as leading Nayland College, Daniel is also the Lead Principal and Governance Chairperson for the Top of the South Trades Academy. He has also acted as a Regional Engagement Lead for the recent National Certificate of Educational Achievement (NCEA) review. Over the years Daniel has, and continues to work with various national and regional advisory groups. In his spare time Daniel is an accomplished brass musician, playing trombone in a variety of musical groups around Nelson and serving as President of Nelson City Brass.
Ziena Jalil, Board Member
Formerly an international student, Ziena is an award-winning business and public sector leader, with 20 years’ experience working in New Zealand and Asia. She consults on strategy and stakeholder engagement, and is a keynote speaker and commentator on Asia business, nation branding, leadership, and diversity, equity and inclusion. Her other governance roles include the Asia New Zealand Foundation, Unitec, Manukau Institute of Technology, DNA and the Cancer Society of New Zealand.
Recognised by Campaign Asia Pacific as part of its 2020 Women to Watch, a group of 40 outstanding women in the Asia Pacific, Ziena has received several international awards for her work promoting New Zealand trade and education in Asia, and advises businesses looking to grow in the region. Her previous executive roles include Regional Director (South and Southeast Asia) for Education New Zealand, New Zealand Trade Commissioner to Singapore, and Head of North Asia Marketing and Communications for New Zealand Trade and Enterprise.
Saying it with socks
Back in May, we reported that Lincoln University had committed to providing international students with a parcel of hand-knitted woolly socks, pineapple lumps and a personal letter ahead of their arrival.
These photos show that those socks have been a big hit!
Lincoln’s International and Student Engagement Director Dee Coleman says that the university receives international students from over 60 countries each year, with some coming unprepared for a New Zealand winter down South. To help them stay warm, Lincoln started the project to provide students with handmade woolly socks.
“When we looked at our source countries, we realised that a lot of our students hail from warm climates and although intrigued by a Kiwi winter, can often come unprepared.”
“Our aim is to keep them warm with some good, old-fashioned Kiwi hospitality, and what better way than with some homespun and hand-knitted South Island woolly socks.”
The socks are hand-knitted by a group of Darfield spinning and knitting enthusiasts, headed up by neighbours Pip Anderson and Ruth Buttle. They have committed to producing up to 40 pairs of hand-knitted socks a year for the university, destined for locations all around the world.
Retired from a life of farming in the district, Ruth still spins her own wool despite no longer having a dedicated flock of black sheep for the purpose. She buys wool, cards it and spins it into double ply wool. It takes a minimum of two hours to spin one ball of wool.
Pip says they are aiming to keep the colours neutral, with splashes of colour so that they look natural and hand made.
Ruth says spinning and knitting are still popular pastimes for rural New Zealand women and that projects like this are an excellent opportunity to get together.
New approach for Korean middle schools
The Korean government wants to improve levels of student happiness, and move on from students validating their success and self-worth only in terms of academic performance. A priority is to support students to pursue “non-core learning areas” (such as music, arts, physical education, career exploration, club-oriented activities, etc). Each school will now designate a semester that is exam- and test-free to allow students to experience a wide range of these activities.
This approach represents a big change in the Korean education environment. To date these students have relied heavily on simple memorisation and rote learning instead of thinking creatively or critically. The government now expects students to freely discover their competencies and capability, free from the stress associated with exams. Korean President Park Geun-hye describes this initiative as a “key task to fundamentally change Korea’s education system”.
Under this new initiative, schools will teach students using diverse and engaging methods such as discussion, experiments, outdoor activities and team projects. Opportunities for students to engage with activities that may inform their thinking about future career options and/or future subject choices is also encouraged.
The initiative began as a pilot in September 2013 with 42 Korean middle schools (1 percent of all Korean middle schools). It was expanded in 2014 to around 800 schools (25 percent), and to 1,500 schools in 2015 (nearly 50 percent). This year, all 3,204 middle schools – and their 1.5 million students – will implement this approach.
Opportunities for NZ schools
This new way of working not only requires a significant paradigm change in thinking for educators and parents, it also requires Korea to develop new infrastructure outside the classroom. It may therefore take some time to fully develop.
This new initiative presents an opportunity for New Zealand schools; two groups of Korean parents may be interested in sending their children to study abroad during the exam-free semester:
Families that wish to take advantage of the New Zealand curriculum, teaching expertise and existing infrastructure in terms of these broader subject areas (especially opportunities to learn outside of the classroom that are available at New Zealand’s intermediate schools); or
Families that have a more traditional Korean academic education preference and wish to provide their children with an intensive learning experience (such as significantly develop their English language skills).
New Zealand schools may therefore wish to reframe their marketing collateral for parents to demonstrate the strengths of their school’s programmes to deliver quality educational outcomes for Korean middle school students during these exam-free semesters.
What age and year level are Korean middle school students?
Students in Korea start school at age seven, rather than five, the usual age in New Zealand. Korean middle school students are in years seven and eight and aged 13-14 years. The table below compares the age and year of the two school systems.
What are the Korean school semester dates?
Korean school year is divided into two semesters, running from 1 March to mid-July, and from mid/late August to February.
Who decides which semester will be exam-free? Will it be the same semester for all schools in a region, for example?
Individual principals, in consultation with their school staff decide which semester will be selected as the ‘exam-free’ semester. This could be any semester between the first semester in the first year and the first semester of the second year.
Would this be an opportunity for students to spend the whole semester away from Korea, or are we talking about short (say 2-3 week or 4-5 week) programmes for groups?
This will likely be predominately an opportunity for individual students to study for a full semester in New Zealand.
That said, it is possible that schools with MoUs with Korean schools could promote an exchange or short course study abroad programme, but New Zealand schools who are interested in this should carefully canvas existing sister schools first to confirm whether this approach would meet the requirements.
What does experiential learning mean in Korea?
The following four types of activities have been recommended by the Korean Ministry of Education:
Topic of interest: students choose topic(s) of interest and participate in a programme of activities around the topic, such as: entrepreneurship, design, animation, film, barista skills, smartphone app development, robotics, cooking, science etc.
Arts and physical education: students undertake activities that are not part of their regular school curriculum such as: participating in a musical or in a band, curating, industrial design, or physical education activities such as sports leisure industry experience or exploring career options around soccer, dancing etc.
Club activities: student clubs can be organised by students around topics of interest. These could be linked to other activities such as sports, career or volunteering such as a hospital volunteering group of 20 students who go to local hospitals to help out.
Career: students discover what employment options await; giving a chance for them to begin thinking about the sort of work they would like to do in the future and to gather information that will help them make good decisions about the courses they will undertake when they enter secondary school. This could include going into workplaces to experience, observe etc. and could also include a career counselling component.
The New Zealand curriculum, teaching techniques and education outside of the classroom experience and infrastructure appears to be a good fit with this initiative.