Search

Showing 10 of 527 results for group registration

• 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

• 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.

  

   

• New initiatives to keep New Zealand education dream alive in Viet Nam

  Earlier this year, ENZ asked study providers how we can support the visibility of New Zealand schools who usually operate in the Vietnamese market.

  Two proposals have now been selected.

  The first will fund Year 10 students from five Manawatū schools to undertake a customised version of AFS’ Global Competence Certificate (GCC).

  AFS is partnering with Massey University to facilitate the programme and each New Zealand school will partner with a Vietnamese school from TTC Education, ENZ’s private school network partner with over 18,000 students.

  Students from both countries will join weekly virtual workshops facilitated by Massey University – in the last four weeks of New Zealand’s school year – focused on developing the students’ lifelong global ‘power skills’ and providing them with an opportunity to interact and connect directly with their overseas student counterparts.

  CEDA and Palmerston North City Council will offer scholarships for up to 25 Manawatū students to participate in the Vietnam GCC, while ENZ will fund the same number of students to participate in Viet Nam.

  The second initiative will support the development and implementation of a digital marketing strategy for 14 New Zealand schools. This initiative, which is being delivered by Lightpath Consulting Group, will include dedicated in-market representation, market advice, agent engagement support and a customised Vietnamese website.

  The activities will help build a strong, in-market sector presence while borders are closed. They will enable the schools and ENZ to engage through tailored digital marketing programmes to boost the reputation of New Zealand schools with Vietnamese audiences.

  Viet Nam is an important market for New Zealand schools. In 2018, it was one of our only source markets to record student growth on the year before, with 39 percent more Vietnamese students choosing to study here.

  “Education New Zealand remains committed to supporting New Zealand schools’ activity in Viet Nam and given the current challenges presented by COVID-19, we believe that supporting in-market representation models will maintain visibility in a market which has demonstrated continued growth for the sector,” ENZ Regional Director – Asia, John Laxon, says.

• Student speakers at NZIEC 2018

  WelTec student Angelique Viola came from the Philippines to study accounting here, leaving behind a secure job and taking a leap of faith. After graduation, her goal is to find employment as an accountant in New Zealand.

  Three things I’ve enjoyed about being an international student in New Zealand:

  1. My tutors were supportive and made me feel comfortable to ask them questions. It helped me cope up with my studies and boosted my confidence. Other support, like the free shuttle bus provided by my school, was also a big help.

  2. It is the first time that I encountered a study break during the school semester. That one-week break helped me to cool off before the final exams.

  3. The Work-Ready Wellington programme helped me learn about New Zealand’s working environment. 

  Three things I’ve found hard about being an international student in New Zealand:

  1. Finding a part-time job related to the field I am studying.

  2. The cost of transportation is quite expensive.

  3. It’s challenging to find an institution that offers free seminars/training to enhance specific skills I am lacking. 

  The one thing that would have made the biggest difference/improvement in my experience is…

  I am taking a Graduate Diploma in accounting and it would be beneficial to have on-the-job style training and to learn software such as Xero or MYOB in the curriculum. This would definitely help me in my job hunt since most New Zealand employers are looking for experienced individuals.

   

  Yuki Sugito left Japan to study at Wainuiomata High School – party driven by the appeal of the All Blacks at the 2015 World Cup. He has become involved in kapa haka, competing in the national championships with his school group. He plans to study tourism management at the University of Otago, and also wants to teach Japanese to Kiwis.

  Three things I’ve enjoyed about being an international student in New Zealand:

  1. I like learning about New Zealand culture. At school, I participate in Kapa Haka and get to learn the significance of Māori traditions.

  2. New Zealand school is less strict than Japan and I can relate to the teachers and build good relationships.

  3. I can practice my English every day.

  Three things I’ve found hard about being an international student in New Zealand:

  1. Learning English is hard. In Japanese we don’t pronounce “r’s” and “l’s”. Also, the slang New Zealanders use is hard to get used to.

  2. In New Zealand you have to self-manage your time. In Japan you “must” do things, in New Zealand you “should” do things, but no one makes you do it. You have to be motivated to achieve.

  3. The NCEA system is different and hard. The system in New Zealand means if you don’t get your credits you can’t go to university. In Japan, the universities don’t operate like this.

  The one thing that would have made the biggest difference/improvement in my experience is…

  The classes for each subject in school are longer than in Japan. I wish New Zealand had at least a 10-minute break between classes. In Japan, classes are 50 minutes long with a small break in between which makes you feel recharged to learn the next subject.

  

   

  Jingxin 'Ada' Wang is originally from China, and studied a master’s degree in accounting at Victoria University of Wellington. She enjoys travelling and has embraced hiking since being in New Zealand.

  Three things I’ve enjoyed about being an international student in New Zealand:

  1. Excellent international student insurance – I don’t need worry about any accidents.

  2. Help from the international students centre, they give you the best advice no matter what issues you struggle with. There are also lots of discounts for international students such as gyms, barbershops and restaurants.

  3. I went to a Work-Ready course organised by Wellington Council, which made it easier for me to find employment after graduating.

  Three things I’ve found hard about being an international student in New Zealand:

  1. The Kiwi accent was very hard to understand at the beginning, and it was difficult for people to understand my own accent.

  2. It’s hard to find delicious and authentic Chinese food in New Zealand.

  3. Winter is my nightmare, and the weather here is always so rainy, windy and cold!

  The one thing that would have made the biggest difference/improvement in my experience is…

  I wish I had more support from my university about New Zealand etiquette and taboo. International students need to mingle into New Zealand culture and society and know the appropriate way to speak and to behave.

• US delegation delighted by New Zealand biculturalism

  Although many of the study abroad advisors were already working with New Zealand partners and sending students to New Zealand, they hadn’t experienced the country themselves.

  Prior to the visit, participants listed Māori culture and heritage as one of their top three focuses for the visit to New Zealand institutions.

  In Dunedin, the delegation was welcomed onto the Otago Polytechnic campus with a powhiri. In return, the delegation sang “Te Aroha” – after having practised it on the bus ride from their hotel.

  The group said this moment, and similar experiences on other New Zealand campuses, was what provided them with a better understanding of New Zealand and the international student experience – even more so than the brochures they received from institutions.

  “I was surprised and very impressed to see how Māori culture is so integrated and celebrated around the country. This is unique and a stark contrast to the experience of indigenous cultures in other countries,” said one delegate.

  Alanna Dick, ENZ Field Director – North America, said the advisors left with a better understanding of New Zealand, and a drive to help more US students experience it too.

  “It was clear to me the visit was a success when one study abroad advisor told me that now they understand the main points of difference between New Zealand and Australia! They now tell their students they would have a unique study experience in New Zealand, especially if they take a course to learn more about the indigenous culture like Kapa Haka or introduction to te Reo Māori.”

  The US delegation offered suggestions for New Zealand institutions to consider when hosting international guests:

  • Explain how Māori culture is embedded into curriculum
  • Invite Kiwi students to sit on a student panel or lead campus tours
  • More conversations over kai with faculty, staff and students and less PowerPoint presentations
  • Consider having faculty give a short presentation about their area of research or courses they teach.

  The US delegation also attended NZIEC to present a session on US engagement. They shared interesting initiatives and partnership models from their campuses, highlighted the importance of curriculum integration between US and overseas institutions, and shared best practices for outreach to students from diverse or underrepresented backgrounds.

• Aotearoa New Zealand Indigenous led Education Technology

  Founded in 1987 in Austin, Texas, this was the first time South by Southwest® (SXSW®) has been hosted in the South Pacific. Taking place from 15 to 20 October, the conference celebrated the convergence of technology, film, music, education, and culture. 

  With kaupapa Māori at the heart of the Aotearoa Whare, Education New Zealand Manapou ki te Ao (ENZ) was asked to support a showcase of Aotearoa Indigenous Education Technology (EdTech) companies in a panel conversation. Represented on the panel were four EdTech Founders who whakapapa Māori, from TŌNUI Collab based in Te Tairāwhiti (Gisborne), Tiaki Global based in Te Whanganui-a-Tara (Wellington), Code Avengers based in Waikato (Hamilton) and ARA Journeys based in Tāmaki Makaurau (Auckland). 

  The theme of “Aotearoa NZ Indigenous-led Education Technology” was explored by this group of Māori owned companies. Their initiatives have indigenous researchers, designers, and content developers creating innovative digital learning experiences for indigenous learners, their whānau and communities, and learning experiences for non-indigenous learners that draw on indigenous knowledge and know-how. 

  

  From left to Right – Duane Grace – Tiaki Global, Amber Taylor – ARA Journeys, Shanon O’Connor – Tōnui Collab, Hamish Day – Code Avengers.

  Adrienne Bonell, Public Diplomacy Manager, MFAT said that it was a fascinating panel, expertly moderated by Duane Grace (Tiaki Global). 

  “The passion, smarts and energy Shanon O’Connor, Amber Taylor, and Hamish Day contributed as panellists on this vital kaupapa was palpable in the room. 

  “It was obvious the crowd felt the same given the number of pātai  (questions) and that we ran out of time in the end,” said Adrienne.  

  Supporting our Māori and Pasifika EdTech community is essential for the New Zealand education sector, as it enriches our curriculum with diverse perspectives and aligns to our community values. It also enhances Aotearoa New Zealand’s distinct and unique indigenous voice in the world, uplifting our global competitiveness. 

  Amber Taylor of ARA Journeys said that the connections made during the conference are starting to bear fruit. 

  “Since the conference, I have received emails from a few attendees who expressed a keen interest in our projects and initiatives.  

  We are excited about the possibilities they hold for our future collaborations and expanding our reach to audiences beyond our current business sphere," added Amber.

• Tauranga welcomes over 770 international students

  Anne Young, Regional Manager of Education Tauranga, said it has run a welcome ceremony for new international students for many years but due to space restrictions of venues, this has previously only included a select group of 200 participants.

  “This year we wanted to include all students to show the whole Bay of Plenty community how large our international student cohort is. We secured a large convention space (850 seats) and invited all of our new students to the welcome!”

  The new students, who range from five years old to tertiary students in their twenties, and represent 25 countries, were treated to dance and musical performances from Indian, Chinese and Korean cultural groups, as well as a rousing kapa haka performance from Tauranga Intermediate’s Te Whanau o Te Maro.

  A number of speakers were also on hand to welcome them, including a representative from Immigration New Zealand and Mayor of Tauranga city, Greg Brownless. Mayor Brownless shared his own personal connection with the international community through his Taiwanese wife and children, and said it was great to see so many students from different countries in the region.

  “You help bring the world to our doorstep, you teach our Kiwi students about your life, your country and your culture. This is so important as we grow the values of global citizenship amongst our community,” he said.

  Anne said it was a very important event for the region.

  “We not only want to ensure our international students feel welcome as they embark on their study journey but also showcase the many people across many organisations within our region who are here to support them and ensure that they have a positive experience here.”

  It can be particularly daunting for primary school families to send young students overseas for school, so Education Tauranga runs a special welcome tour for them.

  Held over two days, children and their parents were treated to a powhiri, complete with a chance to mingle over morning tea. They then had a taste of Kiwi cultural activities such as visits to local sites, eating fish ‘n chips and lessons in harakeke (flax weaving).

  “It was clear that the international families were impressed – they were smiling and snapping photos to share with family back home,” said Anne.

  

   

  

• Opening new doors for Chilean teachers of English

  Two groups of 20 Chilean teachers of English recently spent time at two New Zealand universities, studying diversity and inclusion in the classroom and learning more about the Kiwi style of teaching.

  The first cohort, from Chile’s Araucania region, went to the University of Waikato’s Institute of Professional Learning. They were the third group of teachers funded to travel here by Araucanian local government.

  University of Waikato Associate Director of International Education and Development, Chris Henderson, describes their programme as “genuinely collaborative”.

  “As our relationship with the Chilean Ministry of Education has developed, we progressed from delivering an off-the-shelf programme to co-creating a teacher development intitiative that is bespoke and unique to Chilean teachers’ needs,” he says.

  "Our unique point of difference is our inclusion of Māori language and learning methods in mainstream classrooms. This is something our Chilean teachers aspire to achieve for their Mapuche [indigenous] learners. As such, we can inspire possibilities and introduce methodologies that will support their journey."

  The second cohort spent four weeks at Massey University in Palmerston North. Funded to come here by the Chilean Ministry of Education’s Programa Ingles Abre Puertas (English Open Doors) programme, their members came from all over Chile.

  This course featured classes on pedagogical innovations that promote student-centred instruction, as well as visits to local schools, practical workshops and a two-day stay on a local marae.

  One student commented: “Not only this course taught us content, but also it engaged me with your culture. How am I going to learn about New Zealand education if I didn't know anything about you? I feel your culture, traditions and daily lifestyle are now part of my life; I feel I fully understand your system and how to apply it in my own reality. Thank you for making this experience as unique as I thought it would be.”

  ENZ Senior Market Development Manager, Javiera Visedo, says she is delighted to continue working with the Chilean Government on teaching initiatives like these.

  “Chile and New Zealand are like-minded partners and the education linkages get stronger and deeper every day,” she says. “These groups are perfect examples of the work we have been doing in Chile aligned with our International Education Strategy, and we definitely expect more to come.”

  For enquiries regarding opportunities like these in Chile, contact Javiera via email: javiera.visedo@enz.govt.nz.

• Study abroad promo in US

  Study Abroad Month, led by our Washington DC-based team, targeted the study advisors at United States universities, who support students with their study abroad plans. A series of videos were published each week and sent to key contacts, including a closing video from Education Minister Chris Hipkins. 

  Lewis Gibson, Field Director North America at Education New Zealand Manapou ki te Ao, says study abroad students are our main source of international students from the US.  

  “Pre-Covid-19, around 350,000 tertiary students each year spent a semester overseas as part of their degree. We’re looking to increase our share of this group. 

  “In normal times, US institutions and study abroad advisors rely on the voices of New Zealand alumni, who can share their experiences with other people on campus and build interest in a New Zealand study experience,” he says. 

  “We needed to do something different this year, because our borders had been closed so there weren’t the alumni students available on campus. We also needed a good way to remind study advisors about New Zealand’s unique education offering.”  

  Lewis says feedback from institutions in the US has been very positive, and they are looking forward to seeing students travel again to New Zealand. Some of the comments received included the following: 

  • “Thank you so much for letting us know about this exciting project! I just shared the New Zealand Study Abroad Month YouTube channel with our spring 2023 applicants... We are thrilled to nominate over 15 students to our outstanding partner universities in New Zealand ...for the first time in over two years!”  
    
    
  • “Thank you for sharing this information. I watched Fiona’s video for VUW and I am sharing it with several students who are deciding which NZ institution to attend for Term 1 via TEAN.  I’ll be certain to watch future videos and do the same with those.”   
  • “We are so grateful of the opportunities you provide our students, and our tight partnership together.”  

  “In case anyone is wondering, we initially intended to run the promotion for four weeks, hence the name, ‘Study Abroad Month’. But with the participation of so many universities, and the inclusion of additional videos reflecting the voices of students, it made more sense to expand the promotion to six weeks.”  

  Before our borders closed, the US was our sixth largest source of international students, with most students seeking to enrol in university-level study here. Study Abroad Month aimed to attract students to New Zealand from the US spring semester 2023 onwards. 

• Thailand education expo coming in October

  TIECA (Thai International Educational Consultants Association) is Thailand’s only peak body of education agents. It provides quality assurance of more than 70 agent members and ensures high counselling standards for Thai students seeking to study abroad. 

  The 34^th TIECA Study Abroad Expo will run in Bangkok in October, where education providers will meet prospective students and network with TIECA agents for future collaboration.

  Jaruwan Pongjaruwat, ENZ’s Programme Manager for Thailand, says the TIECA expo is the best agent-led event in Thailand, making it important to have New Zealand representation.

  “Having New Zealand institutions join this event shows New Zealand’s commitment to the Thai market. It’s also a good opportunity for institutions to expand their connections with TIECA agents and interact with students face-to-face – especially in Thailand where agents still play a major role,” says Jaruwan.

  “TIECA Expo also runs seminars on the latest insights on the Thai market, providing useful recommendations for institutions to increase enrolments.”

  The Expo’s primary focus is high schools, language schools, universities and exchange organisations from New Zealand, Australia, Canada, United Kingdom, the United States and many other countries.

  The 2018 Expo had around 400 visitors; 60 percent were school students looking to study abroad, and 45 percent of this group would make a study travel decision within 1-2 years.

  New Zealand institutions wanting to attend must download and complete an application form and submit it to manager@tieca.com.

  Date: Saturday, 26 October 2019

  Venue: The Westin Grande Sukhumvit, Bangkok, Thailand

  Exhibit Profile:

  First Tier: High schools, language schools and exchange organisations

  Second Tier: Universities, technical schools

  Visitor Profile: Students, families, professors, teachers

  Fees: Single Table $2,145/Table (Early bird rate due Aug 24)

  Shared Table $2,789 /Table (Early bird rate due Aug 24)