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PM’s Scholarships for Asia announced
“The experience these students will have while living and studying in a different culture will stay with them for the rest of their lives,” says Peter Bull, Education New Zealand’s General Manager International.
“While in Asia, the students will establish enduring relationships and networks that will help them to succeed in the global economy and bring benefits to New Zealand.”
“Education relationships are two-way and having smart capable New Zealand students studying in Asia is very valuable in building capability for New Zealand's future.”
The Prime Minister’s Scholarships for Asia cover overseas study, research or internships ranging from six weeks to two years at the best Asian institutions.
Successful recipients include a group of students from Unitec who will travel to Japan with service robots they have built, a student from the University of Auckland undertaking a Masters in International Law at Seoul University, and a student with a background in primary produce markets aiming to complete a Chinese language course so he can specialise in trade between New Zealand and China.
Since the inaugural awards in December 2013, just over 350 New Zealand students have been awarded PMSA scholarships.
“As well as the individual benefits, scholarship recipients act as ambassadors for New Zealand and showcase the quality of our education system wherever they go in Asia. The more Kiwis who get the chance to study overseas, the better for our own international education industry,” says Mr Bull.
“Our students make an invaluable contribution toward raising awareness of New Zealand, giving Asian students a direct link with study in our country and representing the possibilities that are out there to experience the benefits of an international education.”
Applications are now open for the next round of scholarships and close on 30 March 2015. Visit the PMSA pages to find out more about eligibility and the application process, and for a list of all scholarship recipients to date.
Sister Schools Fund open
The fund is open to all New Zealand schools. Grants of approximately $2,000 - $3,000 per school will be awarded to successful schools to establish new sister school relationships, or to strengthen existing relationships, with a focus on sister cities/provinces.
The fund was announced during the Joint Working Group which took place during the visit of Chinese President Xi Jinping to New Zealand in November 2014.
This initiative will support schools to deliver on the Government’s Leadership Statement for International Education, which seeks to increase New Zealanders’ skills and knowledge to operate effectively across cultures. The fund also delivers an outcome from the School Sector International Education Roadmap, in which schools expressed a desire to grow institutional partnership channels with offshore schools.
A sister school partnership is a planned collaboration designed to offer the partners mutual benefit. Applicants need to explain how their planned activity will contribute to strong sister school relationships which foster learning opportunities, cross-cultural skills development and friendship between our two countries.
Activities may include (but need not be limited to);
- staff and/or student exchange
- curriculum-based collaborative projects
- enhanced language programmes.
South Canterbury welcomes Thai agent
What was the purpose of Pear’s visit to South Canterbury?
Education South Canterbury is working on developing an MOU with Thai schools introduced to us by Pear. She was in South Canterbury specifically to familiarise herself with our schools and to experience the region as the students do. She visited each of Education South Canterbury’s member schools and met with students at each one.
How did Pear’s visit fit in with Education South Canterbury’s goals?
Thailand is a focus market and an important and valuable partner for Education South Canterbury.
In the Education South Canterbury strategic plan we are working to develop capability and support the government goals for 2025.
As we are developing an MOU with schools in Thailand that Pear works with, we felt that the familiarisation visit would give her a strong understanding of the educational experiences offered by institutions and the student lifestyle here in the region.
Education South Canterbury was delighted to give Pear a first-hand experience of the region, so that she can support and promote the special features of the programmes that we offer.
What did Pear see and experience during her visit?
Pear’s visit started with a welcome dinner with the members of Education South Canterbury and included a lunch hosted by the Mayor.
We wanted to give Pear the opportunity to experience the activities that our students take part in while studying in the region – she went to a country cafe complete with farmyard animals, and mini golf and afternoon tea with Thai students currently studying at a local school and Aoraki Polytechnic.
Pear visited the Te Ana Rock Art Centre and was very impressed with the cultural history of the region
Unfortunately, the planned trip to Tekapo for a jet boat ride had to be cancelled due to gale force winds! So, that gave her first-hand experience of New Zealand’s changeable weather patterns.
Pear stayed in Geraldine and Timaru, getting a taste of both town and country lifestyles, and experiencing both homestay and motel accommodation, further strengthening her insights in to the student and parent experience.
What did Pear enjoy most?
Pear really enjoyed the chance to meet all of the Education South Canterbury members and develop relationships with the International Directors at each of the institutions.
She loved meeting the current students and felt their enthusiasm and honest feedback was really valuable.
In Geraldine Pear loved looking at the stars after we had been out for a meal. With no light pollution she had some great views of the Milky Way – the clear night air almost magnifies the vista. This is something Pear just doesn’t get to see in the large cities of Thailand.
What did you learn about Thailand from Pear?
All Education South Canterbury members are familiar with Thailand and have visited regularly, so we were especially pleased to get specific information about the schools we are dealing with and the expectations around our MOU from the Thai schools’ perspective. We really appreciated Pear’s forthrightness in working through the specifics of the process.
How are you maintaining the relationship now that Pear’s gone home?
We have been in regular email contact with Pear since her return to Thailand, and we are planning an Education South Canterbury group delegation visit in early September to see Pear and visit NZ Study.
What do you see as unique about South Canterbury education and culture?
In South Canterbury we don’t just do international education, we internationalise our education.
South Canterbury offers an authentic small town Kiwi experience, where all students are known in the school and warmly embraced by the wider community. Students get an individual and intimate experience – they are all made to feel special and develop lifelong friendships with Kiwi students and homestay families.
The experience is very much a two-way exchange between the international students and the Kiwi students. The visiting students opened our Kiwi students’ eyes to their lifestyle, culture and life experiences… so becoming the educators of our students!
South Canterbury is “New Zealand at your back door”. We offer beaches, mountains, rivers and diverse landscapes – outdoor excitement with a sense of security. In South Canterbury, you can travel from the Southern Alps to the ocean in two hours or less.
Students in Education South Canterbury schools learn in the environment. Field trips and outdoor pursuits take them out into the real New Zealand and they are immersed in the environment they are learning about.
Students in South Canterbury schools can embrace the arts – music and theatre, orchestras, brass bands and sing in New Zealand award-winning choral groups.
No matter what students want to pursue, South Canterbury offers the opportunity!
L – R: Julie McLean, Pear and Mayor of Timaru, Damon Odey
New Zealand’s agriculture training pique’s interest of Moroccan delegation

The delegation was led by Amine Mounir Alaoui, who is the head of the Mohammed VI Polytechnic University and Executive Vice President of the OCP Foundation. The university was set up by Moroccan phosphate exporting company, Office Chérifien des Phosphates. During their visit the group visited Waikato, Auckland, Massey and Lincoln universities, as well as meeting with government agencies, Universities New Zealand and research partners in the new Lincoln Hub. Education New Zealand facilitated the visit.

The main purpose of the visit was to explore the potential for cooperation in the agriculture and agri-tech area for the Mohammed VI Polytechnic University’s new School of Agriculture. They were impressed with the capability and applied/industry-based approach of the New Zealand universities, and were especially interested in research cooperation and the potential for student exchange, study abroad, PhD study and teacher training.

Mohammed VI Polytechnic University is less than three years old, but it has ambitious plans to be the leading institute in Africa with 10,000 students enrolled by 2025. It is a state of the art university located in the new city of Benguerir, close to Marrakech, and hosts three living labs – the new green city itself, a local phosphate mine and an industrial plant.

The delegation promoted Morocco as a secure gateway to Africa and a bridge to western countries.

Now that links have been made, the focus will be on identifying some key areas of research collaboration and gradual expansion of the education partnerships – perhaps more simmer than spice, but still warmer than a zero degree Lincoln day!
The EAIE 2016 builds partnerships
The EAIE conference took place last month in Liverpool, with more than 5000 participants from over 80 countries in attendance. This included ENZ, which coordinated a branded New Zealand pavilion that showcased six universities and four Institutes of Technology and Polytechnics.
ENZ’s Regional Director Americas and Europe, Lisa Futschek, says that partnerships such as NMIT’s confirm how important EAIE is for New Zealand providers wanting to work with overseas institutions.
“Face-to-face relationship building is invaluable in this industry, allowing providers to discuss opportunities in a friendly but focussed environment,” she said.
“Each year EAIE brings together not just European, but global key industry players. It therefore provides a perfect platform for New Zealand industry to establish new and develop existing international partnerships.”
In light of its new partnership, NMIT will begin on-campus promotion of the exchange opportunity to Kiwi students in 2017.
The EAIE is not a student-facing event, similar to its North American counterpart, NAFSA (Association of International Educators) but an important business to business event on the annual international education calendar.
Left: Will Tregidga, International Development Manager from Nelson Marlborough Institute of Technology (NMIT) with Silke Bochow from Cologne Business School.

On the eve of the EAIE conference, ENZ hosted a New Zealand networking function, A Taste of New Zealand in the heart of Liverpool, for New Zealand institutions along with their existing and potential European partners. The New Zealand High Commissioner in London, Sir Lockwood Smith, officially opened the event, delighting guests with his passionate promotion of New Zealand as an international education destination. He shared with the crowd his pride at having introduced the world-leading integrated Qualifications Framework as Education Minister in the late 1980s.
Sir Lockwood brought the evening to a fitting close by leading Ngati Ranana Kapa Haka group in a spontaneous and rousing rendition of “Now is the Hour”.
Sir Lockwood Smith at A Taste of New Zealand in the heart of Liverpool
US students: Adventurers and Future Makers
When talking to American students, Lewis found that most held positive views of New Zealand, but lacked any specific details of what study in New Zealand involved. It got him thinking about the four international student personas and, for the most part, Lewis said US study abroad students fall into two categories – Adventurers and Future Makers.
The Adventurer persona

“Adventurers are students who see study abroad as an opportunity to experience new things and places, and to have fun while learning more about themselves,” explained Lewis.
“Most of my time with these students was spent mapping out the closest mountains to their university of choice, or explaining how to road trip around the country.“Adventurers are students who see study abroad as an opportunity to experience new things and places, and to have fun while learning more about themselves,” explained Lewis.
“They’re an easy sell for New Zealand but there were a number of other students who weren’t as convinced.”
Lewis believes this second group of students are in the Future Maker category. For them, career outcomes are top of mind, and education is seen as the road to get there. Lewis said these students were concerned that New Zealand’s appeal to thrill-seekers meant that the academic components wouldn’t be up to standard.
“For these students, study abroad is a serious opportunity. Beautiful pictures of Fiordland aren’t enough – they need cold, hard facts of New Zealand’s high quality education.
The Future Maker persona

“Because of the perception of New Zealand as a place for outdoor adventure, many students were surprised to hear that they could study subjects like mechanical engineering, IT or physiotherapy in New Zealand, and that all universities ranked in the top 3% in the world.
“They also had many enquiries about internship opportunities and programmes that combine study and work experience.”
Lewis also saw that alumni play a powerful role in this market.
"At one fair, alumni from the University of Southern California were key in piquing the interest of their fellow students, sharing that their courses in New Zealand were cross-credited, and that the Tongariro crossing was just as beautiful as the pictures.
“That’s the balance needed – students who are able to attest to both the academic rigour of courses in New Zealand and the adventure opportunities.”
Hong Kong student wins Wellington award for unstinting community service

The Year 12 student from Wellington Girls’ College has been named a winner at the annual Wellington International Student Excellence Awards for her contribution to the city’s international student community and her tireless community service.

She was among a group of 24 high-achieving secondary and tertiary international students recognised at the event for excelling academically, in the arts, sport, community, or online.

As the only child of a teacher and a primary school assistant, Jasmine came to New Zealand in November 2019 to complete her education. Leaving behind a competitive school environment, and a tense and complex political environment, she arrived in Wellington ready to embrace the open and culturally diverse environment she found herself in.

Jasmine says that she had always wanted to get involved in community activities, but until arriving in New Zealand she lacked both the confidence and the opportunities.

“As an international student here, I have been given so many opportunities. I want to treasure all of them and get involved.”

Jasmine quickly understood the value of participation and leadership.

“Arriving in a new country where you don’t know anyone can be a lonely experience, and it’s easy to just hang out with people from your own country, but I have made great friends, both from New Zealand and around the world, and gained support through the organisations I’m involved with.”

From helping to reinvigorate the International Club at school, Jasmine went on to be a key player in the establishment of the Wellington International Students’ Association, which not only connects international students across city schools, but also seeks to build relationships between domestic and international students.

Domestic and international students learn from each other

She believes there is much that domestic students stand to learn from international students.

“They get to see a perspective from another part of the world. Coming here to study has allowed me to immerse myself in New Zealand's culture and learn far more about the country than I would if I was a tourist.

“I’m sure the same applies to New Zealand students who haven’t had the opportunity for exchanges or travel. Through encouraging domestic students to get involved in our events we have built stronger connections.”

But Jasmine hasn’t stopped there. From Mary Potter Hospice to Conservation Volunteers New Zealand to the Student Volunteer Army (SVA), she has put in the mahi. She recently earned her SVA Silver Service Award pin for clocking up more than 250 volunteer hours working to meet the UN Sustainable Development Goals.

Taking her community service to the next level, Jasmine has been selected to represent Wellington Girls’ College in the National Ambassador programme. She will join other like-minded students from around the country working to connect, support, and empower international students.

All of this while juggling studies, sport, mentoring, and music. However, she insists that she has gained more from her community service than she has given.

Volunteering builds skills and network

“Volunteering gave me the opportunity to get out there and build a strong network with experienced people. I’ve gained important inter-personal skills like customer service and communications, and I’ve also learned a lot about New Zealand culture.”

Jasmine says being an international student in New Zealand has also allowed her to appreciate some of the important issues which other communities, such as the LGBTQIA, face.

“I appreciate the inclusiveness towards gender minorities here. In Asia, people are much more reserved about their beliefs and opinions but here we can have open discussions and everyone can be passionate about sharing their thoughts. It has had a powerful influence on me.”

Global citizen skills important

The global citizen skills acquired through international education are so important for the current generation of students heading off to Uni or into the workforce, Jasmine says.

“It’s important to know people from other parts of the world, understand some of the issues they face, and appreciate their culture and beliefs. Building relationships in-person is so much more valuable than learning from the internet.”

“The diversity of ethnicity and cultures, religious and political opinions here in New Zealand has really enhanced my worldview.”

Jasmine is delighted to have been recognised for her contribution to the community, and says her parents were thrilled when her name was announced at the awards ceremony. “Not only are they proud of my own achievements, but they feel that I am representing Hong Kong well in New Zealand.”

Jasmine’s parents were among 214 friends and family of recipients who joined the livestream of the awards ceremony from around the world.

As for the future, Jasmine is looking forward to completing Year 13 and being a member of the student executive next year, striving for the SVA Gold Award for volunteering, being a National Student Ambassador, and ultimately heading to the US to study Computer Science.
Around the world in five
IRELAND
Ireland to create new technological universities
Ten of Ireland’s 14 institutes of technology are working together to merge and set up four new technological universities focused on science and technology programmes by September 2018.
Read more
COLOMBIA
Colombia hopes peace can attract postgraduates
The ongoing peace process has given new impetus to the country’s efforts to attract international students, with the Colombia Scholarship scheme for postgraduate students doubling its budget and inviting 110 applications.
Read more
INDONESIA
University sector to open to 100 percent foreign ownership
Indonesia’s university sector will open to 100 percent foreign investment, including allowing foreign universities to open local campuses, according to the head of the country’s investment board.
Read more
UK
Alliance needed on student mental health
A student mental health report has prompted a group of stakeholders in the education sector to call for more collaboration to improve mental health of students, including international students.
Read more
CHINA
App designed to help protect Chinese students abroad
A private company has launched an app to provide a range of security, travel and emergency support services to Chinese international students in New Zealand, US, Australia, Cambodia and Israel.
Read more
Around the world in five
Canada

Canada’s language sector looks to joint pathways to rebuild trust and growth

Canada’s language education sector has been hit hard by a combination of pandemic disruption, policy change and closures, but a new Joint Pathway Program is emerging as a focal point for renewal.

Global

Five things we learned from this year’s International Student Barometer

The latest edition of Etio’s International Student Barometer finds that a strong majority of students rate their study abroad experience highly. Career impact remains a primary driver of student decision making and the survey highlights room for continued improvement in career services and outcomes for foreign students

Australia

How many international students are studying in Australia?

The PIE compiles the most recent data on the number of international students in Australia, including those in the post-graduate work stream, along with insights into the leading source markets.

Germany

Germany’s international student strategy pays off as the Big Four retreat

For decades, the global map of international education looked remarkably stable. Students seeking a degree abroad overwhelmingly chose one of four destinations: the United States, the United Kingdom, Canada or Australia. Together, those countries built vast international education industries worth tens of billions of dollars annually. But the map is beginning to change.

Malaysia

IDP adds Malaysia to higher education portfolio

Global higher education-focused agency group IDP Education has expanded its portfolio of destinations with the addition of student placements into Malaysia.
Latin American agents tour New Zealand
The trip was organised by Carlos Robles, Director of IEP’s New Zealand Choice Schools, a consortium of 14 New Zealand secondary schools. It began in the north with a visit to Kerikeri, and covered schools right through to Dunedin – hitting Auckland, Te Puke, Napier, Rotorua, Wellington and Queenstown in between.
Carlos said the diverse range of schools and settings gave the agents useful insights into what New Zealand offers as a study destination.
“At Kerikeri High School, the agents participated in a Sailing Academy with the students, while in Queenstown they witnessed the modern facilities and collaborative learning approach at Wakatipu High School,” said Carlos.
“It showed agents the range of education experiences that Latin American students can have in New Zealand and that often aren’t available in their home countries.”
In Napier, the group visited Taradale High School and William Colenso College before hitting Western Heights High School in Rotorua where the students performed a haka. The whirlwind trip ended at Te Puke High School.
ENZ’s Senior Market Development Manager Brazil, Ana Azevedo, said the agents returned to Mexico and Brazil with a deeper knowledge of the secondary school possibilities they can share with their students.
“It reinforces that experiencing a Kiwi classroom first-hand is a great way to inspire agents to promote the variety of high-quality education offerings in New Zealand.”
The agents also had some time for adventures including taking in the sights in Queenstown and Milford Sound, spending an afternoon at Te Papa in Wellington, cycling through the vineyards in Napier and relaxing in the hot pools of Rotorua.