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  • Why country preference matters for international student experience

    The 2025 International Student Experience Survey has recently closed.  Many thanks to all providers who encouraged participation from their current or recent students. 

    As we grow our timeseries we aim to look below the topline findings for additional nuggets of information.  For example, in our analysis of the 2024 International Student Experience Survey we looked at how a first-choice preference of study destination may impact eventual student experience.  

    Summary of findings 

    • 78% of international students currently or recently studying with a New Zealand provider reported that New Zealand was their number one choice of study destination. 
    • Of the 22% of respondents for whom New Zealand was not their first choice, Australia was most preferred (32%), followed by the USA (17%), Canada (15%), and the UK (14%).
    • The most common reasons people gave for selecting a country other than New Zealand as their first choice of study destination was that their preferred country has ‘a good standard of living/is a developed country’ (26%), good institutions/education providers (24%), ‘a high quality of education’ (23%), and ‘good employment opportunities’ (23%).
    • Country preference matters for student experience: Overall, experience scores were higher for those who reported that New Zealand was their first-choice destination for international education (median score 8 out of 10) compared to those for whom New Zealand was not their first choice (median score 7 out of 10). This effect persisted controlling for age, gender, subsector, and home country.

    ENZ’s Director of Insights, Marie Clark, says that her team will be looking to focus on more of these sorts of insights for the coming year.

    “With global policy changes impacting student decision making around country preference, it is important to understand how this might flow on to influence student experience and, even more importantly, actions providers can take to improve the experience of students for whom New Zealand may not have been the first choice for a study destination,” Marie says. 

    Recommendations for education providers to ensure a positive student experience

    Irrespective of whether New Zealand is a prospective or current international student’s preferred study destination, education providers can take the following actions before and during the student application phase and after enrolment to ensure a positive overall student experience. 

    Prospective decision-making phase

    1.    Clearly articulate the benefits of studying in New Zealand, followed by benefits offered by specific locations and education providers to ensure that students have a broad idea of the New Zealand way of life.

    2.    Identify the key drivers of choice for your target students and if those drivers focus around country, course or provider choice.

    3.    Ensure that those supporting student decision-making are equipped with the same knowledge as well as how New Zealand compares to the alternative destinations that the prospective student may be considering.

    Application and enrolment phase

    4.    Invest in pre-arrival communications, take the time to reinforce the choice of destination with both the international students and their influencers.

    5.    Ensure pre-arrival communications address common challenges or challenges regularly highlighted by international students of a similar demographic.

    6.    Consider how international students can begin to build their networks and local connections to ensure a smooth transition.

    During study 

    7.    Identify if there are a group of students at your institution, who may have been actively considering an alternative destination.

    8.    Look at which aspects of student experience have the most impact on overall experience and invest your resources there. For example, enhancements to living experience scores are likely to have the most impact on overall student experience.

     

     

  • New Zealand Global Competence Certificate programme proves a hit

    What is New Zealand’s Global Competence Certificate programme?

    The customised cultural exchange programme, which started as a pilot partnership last year between New Zealand’s international education agency, Education New Zealand Manapou ki te Ao and AFS Intercultural Programs, Inc. has proved so successful it is now being extended and taken up by schools and tertiary institutions around the country, connecting them with students in Asia and Latin America.

    The “Kiwi way” has much to offer the world, and international education has much to offer New Zealanders at a time the world needs people with cross-cultural competencies. The New Zealand Global Competence Certificate, delivered through Massey University, develops cultural self-awareness, emotional resilience, and build bridges across cultures. It also piques the interest of students offshore in coming to New Zealand in better times.

    The programme delivers animated videos, quizzes, assignments, and weekly live facilitated dialogue sessions for learners to talk with each other online in real time and learn about life from perspectives other than their own.

    What have students been saying about the NZGCC programme?

    “Not only have I learned to become a better communicator, empathiser, and global citizen, but also how a group of like-minded individuals can come together to form something bigger,” says Jack Hittle, of Northland’s Springbank School.

    “I found the programme life-changing,” says Vaagisha Kanwar, a Year 11 student at Indus International School in Bangalore, India, who connected with the Northland students. “We learned about conflict, empathy, inequality, different communication styles, how different people adapt to new situations, and about suspending judgement. I know that I’ll use the skills we’ve learned for the rest of my life, not just when I travel abroad but also in daily life.”

    "You see the way a culture greets each other or the way they dress, but then there are things like relationships, gender roles, and health,” says Whanganui Girls College student Tilda Donson.

    What have educators been saying about the NZGCC programme?

    Whanganui Girls College Principal Sharon Steer is delighted with the NZGCC programme, which she says will help students build their understanding of global cultures, and other critical “soft” skills which will prepare them for life as they enter the workforce.

    “An important part of our curriculum is developing strong communication skills and setting our students up for success in the workplace. The NZGCC programme will add another dimension to our lessons by teaching our students how to develop meaningful relationships with one another despite language and cultural differences.”

    Educators say that with the borders closed, the programme now forms an important part of the reshaped international education experience.

    “It is so important that our students don’t miss out on the enriching life skills that are gained when we interact and connect with people from around the globe,” says Whangarei Girls High School International Director Amelia Morrison, who has students working with peers in India.

    "Global competence is mission-critical for our world," says AFS Intercultural Programs President and CEO Daniel Obst. “Educating more young people to become global citizens is crucial if we want to create a more just and peaceful world.”

    The expansion of the GCC programme reflects the diversification of education in new virtual forms fit for a globally connected world, says Education New Zealand Chief Executive Grant McPherson.

    “As well as helping to develop the global citizens of tomorrow, this programme demonstrates the reciprocal benefits of international education, giving our rangatahi a chance to learn with high school students from around the world, and giving their offshore peers a chance to learn ‘with’ New Zealand and our unique way of thinking.”

  • Incheon Metropolitan Office of Education deepens links in New Zealand

    The delegation from Incheon Metropolitan Office of Education East Asia Global Education Institute (Incheon MOE) travelled to Ngatea, Wellington, Canterbury and Otago – visiting providers from the schools, university and vocational education sectors. 

    The visit began with a visit to Ngatea to connect with Hauraki Plains College and Ngatea Primary School. 

    Observing the Agriculture Academy and trades-based courses at Hauraki Plains College.

    A key aspect of the delegation’s time in Ngatea was the signing of a Memorandum of Understanding (MoU) between Hauraki Plains College and four schools from Incheon: Sunin High School, Shinsong High School, Geomdan High School and Youngwha International Tourism High School.  

    The intent of the MoU is to strengthen educational ties between the schools, which includes a reciprocal exchange program.  

    The first of these exchanges will see 28 students from across the four Incheon schools visit Hauraki Plains College in October 2025, 28 students from Hauraki Plains College will then travel to Incheon in April 2026.   

    The delegation was formally welcomed to the Wellington with a Mihi Whakatau hosted by ENZ Chief Executive Amanda Malu, local staff and the Ministry of Education (MOE).

    In Wellington, the delegation received a detailed briefing from the Ministry of Education and visited Scots College to observe the school in action. 

    Scots College Junior School Principal, Rachael Huggins, showing the Incheon delegation around a primary-level classroom.

    Down to Christchurch, the Incheon delegation visited Lincoln University to fine-tune the details of an MoU signed in January this year. The partnership arrangement will support five Incheon students to study at Lincoln University each year.  

    Incheon delegate members with Lincoln University staff from the Faculty of Agriculture and Life Sciences, Faculty of Agribusiness and Commerce, Academic Preparation and Pathways and International Operations. 

    Waitākiri Primary School Principal Mr. Andrew Barker introduces a Year 6 long-term international student from Korea to the delegates. She shared how much she has enjoyed her time at Waitākiri Primary School and expressed her sadness that her year at the school is coming to an end. 

    The group visited Shirley Boy’s High School and Avonside Girls High School in Christchurch, with a side-visit organised with Waitākiri Primary School.  

    Further South, a visit was arranged with Otago Polytechnic in Cromwell to understand the pathways to vocational education in New Zealand. 

    Director of Incheon Metropolitan Office of Education East Asia Global Education Institute, Jooyong Kim, said visiting New Zealand schools was a truly meaningful and deepened delegates understanding of the education system.  

    “We hope this visit will help strengthen the relationship between schools in New Zealand and Incheon”. 

    “We look forward to future collaborative projects with New Zealand institutions,” he added. 

    Several of the schools visited have expressed interest in deepening these new relationships, with planning underway to keep up the momentum and connect again at ENZ-led fairs and agent seminars in Korea later this year.   

     

  • Patrick Au: a champion for international students in New Zealand

    Disclaimer: This story was originally published on New Look, which was also operated by Education New Zealand Manapou ki te Ao. It has been republished here to ensure wider access and visibility.

    He has spent more than two decades working with international students and Asian migrants in primary and tertiary healthcare settings, understanding their mental health needs and advocating on their behalf. 

    Patrick is a registered psychiatric nurse and counsellor who migrated from Hong Kong in 1991, completed his Master’s in Education in 1999, and has worked tirelessly to support Asian communities in New Zealand. He is now stepping down from his role as Asian Mental Health Coordinator for the Auckland District Health Board to commit more time to private practice. 

    It was Patrick’s emerging reputation for specialty expertise which led to the International Education Association ISANA asking him in 2010 to prepare a presentation to international education providers about the mental health needs of international students. This was quickly followed by a contract with the Ministry of Education to present a series of workshops nationally.

       

    “I was overwhelmed by people calling me and asking me for advice,” Patrick says. “This is where I seriously started my work with international students.”  

    In more recent years, Patrick has been a key player in the Auckland Agencies Group, which brings together multiple organisations with the common goal of enhancing student wellbeing.  

    The issues which international students can face vary, depending on their age and stage of education. For younger school students it can be homesickness and lack of parental guidance. Older students also face settlement issues but can have the added pressure to succeed.  

    “People come here to study and so they need to be successful,” he says. “From an Asian perspective, we are a collectivist society. Your success is not just for yourself, the grades and glory are for your family too. If you are successful at your study you are acknowledged as a successful person, but what if you’re not able to finish your study? The pressure is on you.” 

    Prevention and awareness key to mental wellbeing

    Patrick is a great believer in the importance of awareness and prevention when it comes to mental wellbeing and says New Zealand has made good progress with the availability of resources which students can access on campus, through workshops, and online. Support services are widely established, and the International Students Wellbeing Strategy ensures government agencies work together to support international students to feel safe, well, and welcome in New Zealand.

    “Most Asian cultures believe the body and mind are not separated. So we need to address the root cause of problems in behaviourial terms - how to adapt to the new environment, how to get better sleep, how to cope with exam pressure, how to eat well, rather than talking about mental health. When they hear these two words they will withdraw from you,” he says.  

    “There is very limited mental health education in the students’ home countries, but with all the online resources available here students are researching the issues. There is much wider awareness, and sometimes it is friends who recognise issues and offer peer support in seeking help.” 

    Patrick knows that some students come up against cultural intolerance and misunderstanding but says that New Zealanders have come a long way since the early days of the international education sector in understanding the challenges which international students can face, but also the contribution they make to society here. 

    International students talented and motivated to contribute

    “International students bring cultural diversity and increase cultural awareness among New Zealanders,” Patrick says. “The students who come here are quite talented and motivated to contribute. Once they have completed their education, they can contribute in many ways."

     “International students bring cultural diversity and increase cultural awareness among New Zealanders” – Patrick Au, mental health expert and international student advocate 

    International students can be the bridge between their home country and New Zealand. If you want to do business in these countries, international students can play an important role as they often act as informal ambassadors for New Zealand and can open doors to business.  

    New Zealanders are also contributing to their success by creating a nurturing environment for them to complete their studies. Over the years we have seen lots of successful international students who have started working and contributing to the New Zealand economy after completing their education.  

    “If they have a positive experience, they are also instrumental in encouraging other students from their home country to come to New Zealand. I think it is a win-win situation.”

  • Prime Minister's Scholarship shakes up geology student's plans

    Soltice Morrison was only 15 when that earthquake happened, but she is part of a new generation of students and researchers wanting to equip themselves with the latest knowledge and technology to better understand New Zealand’s vulnerability to quakes. The best way to achieve this is through international collaboration with other countries which face the same risks.

    Having already completed a BSc in Geology and Oceanography from Otago University, Rotorua-born Soltice secured a Prime Minister’s Scholarship for Asia during her Honours year in 2018, which allowed her to enrol in a post-graduate short course in geology at Hokkaido University in Japan and stay on to complete most of her Honours research.

    Prime Minister’s Scholarship allowed joint research

    Under the guidance of her supervisor, Dr Virginia Toy, she was involved in a project which studied the characteristics and behaviours of New Zealand’s Alpine Fault and Japan’s Median Tectonic Line to better understand what causes earthquakes in both countries.

    "We’re both very seismically active countries but Japan is much more advanced in its use of technology. We were able to bring some of that knowledge back to New Zealand."

    Soltice says that without the funding she received through the Prime Minister’s Scholarship (PMS), she would not have been able to study abroad.

    The scholarship programme to Asia was established in 2013 and extended to Latin America in 2016. To date, 2400 students have been given financial support to study abroad. While currently on hold due to Covid travel restrictions, the programme is poised to restart once borders reopen.

    Importance of New Zealanders studying abroad

    Funded by the government and administered by Education New Zealand, the programme recognizes the importance of giving New Zealanders the opportunity to have an international education experience in countries where we have key trade and business relationships.

    There are few restrictions on study options, with the programme having broad goals to enhance understanding of other cultures and business practices; establish new friendships and networks; and upskill the New Zealand workforce through overseas experience.

    “It’s very important to connect with students and colleagues internationally in order to get ahead,” says Soltice. “We can get caught up thinking that the New Zealand way is the only way. Studying overseas helps you broaden your horizons, your knowledge, your understanding of different cultures, and the way things can be done.”

    In geophysics, Soltice says international collaboration is essential.

    “We’re able to learn a lot from Japan and the advances they have made in technology and monitoring.”

    The time Soltice spent in Japan ended up taking her career in a new direction. “While I was there, I was able to understand the effects of seismic activity on buildings and how we can strengthen our cities to ensure they’re resilient, so I’ve ended up in the engineering space working for Aurecon.”

    But her work also has an environmental focus and she is currently part of the multi-disciplinary team working on the Lakes 380 project, which seeks to combine best scientific thinking with mātauranga Māori (traditional wisdom and knowledge) to better understand the social, cultural, and environmental history of Aotearoa’s lakes. “It’s rewarding work and I love it.”

    Reawakening of cultural identity

    Soltice says her time in Japan prompted a reawakening of her own cultural identity. “I had always tried to blend in at home, but the questions I was asked about my background while I was away made me realise I was proud of my Māori ethnicity and also taught me the value of indigenous knowledge.”

    Building on this confidence, she has set up a Māori strategy group with colleagues at Aurecon “looking at ways we can weave cultural understanding with scientific knowledge into the work we do.”

    Soltice says she made life-long friends during her time in Japan and built a valuable network of contacts. “I work closely with the geophysicists here at Aurecon and sometimes when we have questions, I will reach out to my contacts offshore.”

    Three years on, she remains a passionate advocate for Prime Minister’s Scholarship programme. “The overall experience – the research, the culture, the living situation, I would 100 percent say it was one of the best times of my life.”

    Students value flexibility, networks, and personal growth

    The positivity of Soltice’s experience was echoed by other scholarship recipients in a recent survey conducted by Education New Zealand. Close to 300 students participated, with 98 percent saying they would recommend PMS to others. Benefits they identified included the unique flexibility of the programme, the networks they built, the opportunity for personal and professional growth, and the chance to better understand New Zealand’s place in the world.

    As for life after the programme, 57 percent said they would become involved in global causes, 50 percent would become involved in political or policy issues, and 44 percent would become involved in their local community or iwi.

  • The global citizens helping connect New Zealand with the world

    The future looks like arts and crafts. In a room at the TSB Arena in Wellington in August, the Festival for the Future expo floor is packed with things to paint and fold and stick and make. At a stall for the Sustainable Development Goals I pick up a wooden bead representing the 11th goal – sustainable cities and communities – and paint it carefully orange, ready to be strung into a bright pattern with everyone else’s. As a shameless eavesdropper, this is my natural habit. I listen to two people discuss 3D printing, while another group sip ethical soda on colourful beanbags and chat about responsible investment.

    At the Education New Zealand Manapou ki te Ao (ENZ) stall people line up for coffee while filling out forms about their experience of “global citizenship”. ENZ is the crown entity responsible for international education in Aotearoa. In 2019, pre-Covid-19, there were over 100,000 international students in New Zealand, studying mostly at tertiary institutions, but also at primary and secondary schools. Since 2013, more than 2,400 New Zealanders have been awarded Prime Minister’s Scholarships to study in Asia or Latin America.

    "Global citizenship is an essential part of New Zealand’s international education strategy, and these inbound and outbound students represent an opportunity to create global connections, research links and broad partnerships for New Zealand."

    ENZ partnered with the Festival for the Future to discuss what international education and global citizenship looks like in the unique confines of 2021. For Carla Rey Vasquez, ENZ’s global citizenship manager, the strategy’s value in an era of limited travel is the gift of a dual perspective to complex problems. It is also an opportunity to help New Zealanders understand the nuanced and mutual benefits of international education and the long-term relationships it creates with people around the world.

    “Our world is characterized by complex issues. Global citizenship offers an opportunity to find ways to navigate and respond to those issues through shared understanding,” she says. “It’s about realising the value and power of your identity and knowledge, but also acknowledging the potential of others’ experience and perspectives on the world.”

    This is a worldview that Rey Vasquez says is built on a relationship of local belonging and responsibility to our people as well as people across the world. International education is an essential way New Zealand builds that bond with the rest of the world, bringing diverse people, organisations and countries together.

    Vasquez, a former international student herself, knows how transformational international education can be for both the student and New Zealand.

    “It brings the world to our home, if we can harness the cultural value that international students bring to New Zealand we will all grow as global learners,” she says.

    ENZ sees global citizenship as a way to bring shared understanding and learning between countries and cultures. Marc Doesburg, senior innovation advisor at ENZ, believes it offers new perspectives on the world, and a chance to question one’s own understanding. 

    “We give young people an opportunity to critique [their cultures] by going overseas, to see that things are done differently here.”

    International students are a significant source of income for education institutions and the New Zealand economy, contributing more than $5b in 2019. But for both ENZ and international students the benefits students bring New Zealand are far broader than a GDP injection.

    “I don’t want us just to be seen as bringing money – we bring culture, we bring international values…we want to know local people,” says Claire Lu, a Taiwanese student studying politics and international relations at Victoria University of Wellington.

    That works both ways – studying abroad was an “invaluable” experience for New Zealander Anna de Boer, who studied Mandarin in Shanghai as part of a Prime Minister’s Scholarship and has been back to China several times since. De Boer now works with international students at Victoria University of Wellington. She wants to reframe the narrative that international students “come here, take something, then go back to their home country.”

    There’s a huge benefit in how international students can take a piece of New Zealand home with them, and leave an important part of their own story behind in Aotearoa too, says De Boer. This builds long term relationships that have value far beyond the years they spend studying.

    This was originally published on The Spinoff as part of a content partnership between Education New Zealand and The Spinoff.

  • Winds of Change students team up to tackle shared climate challenges

    While world leaders continue to discuss how to best tackle global warming, an inspiring group of students is stepping up collaboration between New Zealand and Chile to better understand the problems both countries face, share knowledge, and identify solutions.

    The Winds of Change programme, funded by the Latin America Centre of Asia-Pacific Excellence (LatAm CAPE) and hosted by Otago University, is taking a broad approach by drawing in post-graduate students from a range of backgrounds including natural, physical or social science, business, finance, science communication, and humanities.

    They are motivated to tackle climate change by developing sustainable strategies in land management, business, and policy-making. Supporting them is a team of talented academics from both countries whose insight and expertise are helping to create impact.

    “The Winds of Change participants are extraordinary leaders from diverse backgrounds with a passion for making a difference,” says lead Otago academic Associate Professor Chris Moy.

    “Their collaborative work will help inspire communities and drive change.”

    Joining forces to reach common goals

    Project manager Hélène Eunson says the multi-disciplinary approach is vital. “It is one of the key features and strengths of the programme. We need people who bring a range of perspectives in addressing climate change issues,” she says.

    “We have come to realise that the scientists want to learn more about business and policy-making, and the policy-makers want to learn more about the science. We are trying to join forces to reach our common goals.”

    Now in its second year, Ms Eunson says there has been huge interest in the six-month programme, which seeks to attract 30 students in each cohort - 10 New Zealanders based in New Zealand, 10 Chilean students based in New Zealand (“Chiwis”), and 10 Chileans based in Chile.

    “These young leaders have a real drive to make a change. They volunteer their time and do not earn credits towards their degrees.”

    The participants work in small groups on projects based on common interest, to investigate an aspect of climate change, its impact on the environment and communities, and to identify solutions. Their findings are presented at an annual symposium attended by key industry players, researchers, embassy representatives, and past participants.

    The Winds of Change programme includes a series of workshops hosted by a range of expert speakers from both countries including business owners, industry experts, and academics studying climate change.

    Pacific partners help shape future solutions

    By studying the common climate change impacts that New Zealand and Chile are facing, the students are not only helping to shape future solutions, but also to build relationships with a key Pacific partner and enhance economic and social wellbeing in both countries.

    Projects undertaken by the participants have tackled wide-ranging issues including wetland restoration, wildfires, water scarcity, rising sea levels, diversity in agriculture, and renewable energies.

    Ms Eunson says the concept of global citizenship is a strong theme which runs through the programme. “The participants share experiences from their own countries and help to create bonds with each other by bringing their different perspectives to the table.”

    Being involved in the programme has been a profound experience for many of the participants.

    “Often, if you think as an individual about environmental issues, you don’t feel as though you can achieve much, but when you see all these people together with the same objective, you feel really powerful to make change,” says Julia Harvey, who grew up in Invercargill.

    “Meeting people from different backgrounds with a common interest has provided a unique opportunity to learn about sustainability in both countries,” says Javiera Otero, originally from Villa Alemana, Chile, but currently living in Napier.

    “This experience has given me hope for the future, as there are people out there who want to make changes to live a more compatible life with the planet.”

    Winds of Change programme builds credibility and impact

    Winds of Change is quickly building its network and outreach. “As we build the credibility of the programme, we will start to see long-term impacts,” Ms Eunson predicts.

    This new generation of leaders is already anticipating a future of global collaboration. In last year’s first post-programme survey, participants identified the most important benefits as “building networks, connections, and relationships”, and “having confidence to work in a transnational team”.

    LatAm CAPE Director Matthew O’Meagher says he looks forward to the ongoing expansion of the programme to include other partners, and ideally other nations in Latin America. “In this way we can continue to provide the best opportunities for our talented young New Zealanders to engage internationally on innovative scientific, sustainable business, and policy-focused, solutions to climate change.”

    Dr Moy agrees. “Our future depends on culturally-aware young leaders that can think globally and work collaboratively to tackle climate change impacts.”

    Learn more about the Winds of Change programme on the LatAm CAPE website.

  • Viet Nam webinar series boosts interest in New Zealand ITPs and PTEs

    The webinar series is part of a work programme to raise the profile of New Zealand’s subsectors in Viet Nam, while strengthening connections between New Zealand providers and Vietnamese education agents. 

    This initiative is key to ENZ’s ongoing efforts to diversify New Zealand’s international education offerings in Viet Nam, and ensuring prospective students are aware of the practical skills, industry connections, and post-study opportunities they can gain through New Zealand ITPs and PTEs. 

    The series featured three education agent-focused webinars, and one session for prospective students and their parents co-organised by ENZ and seven local education agencies. 

    The agent-focused webinars attracted an average of over 120 attendees per session, peaking at 131, demonstrating strong interest from Viet Nam’s agent network.  

    The student-facing webinar drew around 200 registrations and had 70 prospective students attend. 

    Participating New Zealand providers included Wintec, Nelson Marlborough Institute of Technology, Ara Institute of Canterbury, Eastern Institute of Technology, Toi Ohomai, Southern Institute of Technology, WelTec & Whitireia, New Zealand Skills and Education Group, Pacific International Hotel Management School, Le Cordon Bleu, and Up Education (NZTC, NZMA, Yoobee).  

    This wide sector presence ensured agents and prospective students received timely sector updates and insights first hand.  

    Immigration New Zealand contributed to the first agent-only session with updated details on in-study and post-study work rights for international students in vocational and degree programmes at ITPs and PTEs. They also shared policy updates, guidance, best practice on pathway visas, and practical tips to help agents prepare and submit strong visa applications for ITP/PTE students. 

    ENZ Market Manager Van Banh said the feedback was positive.  

    “New Zealand providers said they really valued the opportunity to connect with the Vietnamese market through these webinars, noting that the format allowed them to share tailored information and highlight the strengths of their programmes,” she said.  

    “Vietnamese agents also gave positive feedback, and said the sessions equipped them with practical knowledge about New Zealand’s study options with ITPs and PTEs, so they can be even more confident and effective in their conversations with prospective students,” Van added. 

     

     

  • Raising the profile of New Zealand English language offerings in Japan 

    To maximise the visit’s opportunity, ENZ organised a New Zealand English Language event at the New Zealand Embassy in Tokyo. The event brought together over 40 local education agents, schoolteachers, and government partners face-to-face with the New Zealand providers to learn about their study offerings and explore future collaboration opportunities.  

    Prospective students and their parents exploring English Language study options at the New Zealand English Language Fair.

    The following day, the New Zealand English Language Fair attracted 44 prospective students and families to speak with the English Language schools and gain a better understanding of their study offerings. 

    Prospective students and their parents exploring English Language study options at the New Zealand English Language Fair.

    The wider programme included a series of targeted events, school visits, and stakeholder meetings, all aimed at reconnecting with the market and exploring new partnership opportunities.   

    English New Zealand Executive Director, Kim Renner, said they were pleased to be back in Japan, marketing as a group.  

    “Japan is a key market for the English Language School sector. Our member schools have strong connections formed over many years with Japanese education agencies and institutions, and meeting face-to-face in market is invaluable,” she said. 

    “The events were a great success profiling both the English language sector and New Zealand as a destination for a high-quality study travel experience,” Kim added. 

    ENZ Business Development Manager Tomomi Kontani giving an update from ENZ and sharing the benefits of studying in New Zealand.

    Feedback from participating English Language Schools was also positive. One event participant said: “Agents and students asked focused questions, it was pleasing to see the high levels of interest studying at a New Zealand English Language School”. 

    The participating schools included: ABC College of English, Auckland Institute of Studies, Christchurch College of English, Languages International, Mount Maunganui Language Centre and Worldwide School of English. 

     

  • Networking starts at home

    Space is limited to 50 people so be in quick.

    “Wellington is the only location where all three agent groups will cross-over and be in the same place, at the same time,” says Sarah Gauthier, ENZ Regional Project Manager. 

    “This is your chance to meet and introduce yourself and your institution to 10 highly engaged agencies, without having to leave New Zealand.

    “It will be a matter of first in, first served!

    “It will be a great evening of networking and worthwhile conversations about New Zealand’s unique education experiences.”

    While subject to change, the list of agents includes:

    From Korea:

    • Chongro Overseas Educational Institute (C.O.E.I)

    • DnA Education

    • Ilsan Uhak Centre

    • EDM

    From Saudi Arabia:

    • IDP (Saudi Arabia)

    • Pillars in Bloom

    From Colombia:

    • LAE International Studies

    • Go Study Work and Travel

    • Information Planet

    • New Zealand Option/Australian Option Education

    If you can’t make the Wellington event, fear not. The agents will travel separately across New Zealand on different programmes, which are still in development. We’ll be in touch if we are coming to your region or institution.

    Sarah says one of ENZ’s biggest challenges is to sustainably grow the number of students choosing to study in New Zealand from a broader range of countries, and to see students study in a broader range of our cities and towns. This networking event is part of that endeavour.

    Date: Friday 27 May

    Time: 6:00 – 8:00PM

    Cost: $30.00 pp

    Venue: Shed 5, Queens Wharf, Wellington

    Register here: http://enews.educationnz.govt.nz/events/_ET152EXHkeGnQjTdbEypQ

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