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• Announcing closing plenary speaker for NZIEC KI TUA 2024

  Drawing on his experience leading health care organisations and the health system in Aotearoa New Zealand, including during periods of significant change and uncertainty, Sir Ashley’s closing plenary session will focus on how to lead effectively now and in the future. He will talk to NZIEC KI TUA delegates about ‘leading through change and uncertainty’.   

  “We live in an increasingly volatile, uncertain, complex, and ambiguous world, which needs leaders to be agile and adaptable who can lead using different approaches than what we have used in the past. I am looking forward to speaking at NZIEC KI TUA on how we can lead in a world of rapid change and complexity,” Sir Ashley said. 
   

  Lead with Stories workshop by Jehan Casinader  

  Award-winning journalist and speaker, Jehan Casinader, will run a workshop, Lead with Stories at NZIEC KI TUA on 7 August. Casinader has spent 15 years telling compelling stories that resonate with people from all walks of life. He has a thorough understanding of New Zealand’s international education sector – and a degree in public policy.  

  Casinader says storytelling makes global influence possible.  

  “As New Zealand revives its international education sector, leaders and organisations will work harder than ever to engage the hearts and minds of students and partners around the world.  

  “However, in an increasingly noisy digital world, it’s harder to grab people’s attention.  

  "Traditional marketing no longer cuts it. And yet, many of us lack the confidence and skills to tell stories – or we’re afraid to. As a result, our most important messages are never heard,” Casinader says.  

  In his workshop, Casinader will share practical tools that helps leaders and staff from across the sector to tell compelling stories.  

  The NZIEC KI TUA 2024 programme will be available in July. 

   

  Register now – early bird registrations close on 31 May 

  Earlybird registrations are still open for the 31st New Zealand International Education Conference KI TUA (NZIEC KI TUA), which is being held in Te Whanganui-a-Tara, Wellington from 6 – 8 August 2024 at Tākina Wellington Convention & Exhibition Centre.

  This year’s conference theme is NZIEC KI TUA – Te Ara ki te Ao* 

  ‘Te Ara ki te Ao’, which translates to ‘the pathway to the world’, symbolises a journey that transcends borders and embraces global horizons. This concept frames Aotearoa New Zealand’s distinct international education environment, inviting participants to connect and collaborate to accelerate global growth. 

  Register now at NZIEC KI TUA 2024.  

   

  NZIEC KI TUA 2024 Partners! 

  Welcome to our newest partners Pearson, Edified, Te Herenga Waka — Victoria University of Wellington and Te Kunenga ki Pūrehuroa Massey University  and Flywire, who join TOEFL, Studentsafe, idp, IELTS, and Host Families NZ as partners for NZIEC KI TUA 2024.  

  And welcome to our new media partner: The PIE News.  

  If you’d like to partner with NZIEC KI TUA 2024, email us nziec@enz.govt.nz  

• Manaaki New Zealand scholars come together at first ever conference

  The conference – the first in the Manaaki New Zealand Scholarships programme’s 70-year history – brought together 520 scholars from 54 countries.  

  A joint endeavour by the New Zealand Ministry of Foreign Affairs and Trade (MFAT) and Education New Zealand Manapou ki te Ao (ENZ) –   - the conference programme was developed around the theme of ‘Enduring Connections: Global Partnerships and Sustainable Development’. A range of activities were made available to scholars’, including leadership and diplomatic panel discussions, thematic breakout sessions, and a cultural evening which allowed them to connect, learn and share experiences with others who are navigating similar academic journeys.  

  MFAT’s Unit Manager, Scholarships, Alexandra Grace, said that seeing this event realised has been a long-standing ambition for the programme. “And it exceeded all expectations.” 

  “Seeing scholars connect and forge networks that span geographic and thematic areas – gives us all the more reason to seek to make this an annual event.” 

  ENZ’s Director Scholarships, Carla Rey Vasquez, said the event was a huge success, receiving high praise from both education providers and scholars.  

  “We’ve had fantastic feedback and I’m really proud of what we have achieved. Carla said.  

   “We are delighted with how the conference enriched the learning experience of our tertiary scholars. It was a wonderful opportunity for scholars to grow their understanding of leadership, build their networks and strengthen their affinity to New Zealand.” 

  

  Scholars enjoying the conference.

  General Manager – Sector Services, Sahinde Pala, said the conference highlighted the rich legacy of the scholarship programme and the enduring benefits it brings to New Zealand and its partner countries. 

  “A major highlight for me was when [during a panel discussion] Her Excellency Felicidade de Sousa Guterres of Timor-Leste read out a long list of current Members of Parliament and senior diplomatic personnel of Timor-Leste, who were all past Manaaki scholars! 

  “The conference really brought home the power of these scholarships and the long-term outcomes they have for New Zealand and our partner countries. The event’s cultural evening treated us to performances from 13 different groups of scholars – the energy and pride on show was just fabulous!” Sahinde said. 

  ENZ’s General Manager – Māori, Ed Tuari who along with mana whenua led a heartfelt Mihi Whakatau for the conference described it as “absolutely magical”.  

  “It was wonderful to see how the conference enabled a rich diversity of cultures that our scholars come from to be showcased over the two days.”  

  

  Scholars capture a moment at the Photo Wall at the conference.

   

• International student speakers lay the wero at NZIEC KI TUA

  Sean Teow, Aria Ngārimu, Ibuki Nishida, and Albert Lu, each shared stories and insights with NZIEC KI TUA attendees that offered a reminder to those working in international education about why they do what they do.  

  The students’ speeches laid a worthy wero for the international education sector to continue the good work and keep international students at the centre of our work long after they arrive in New Zealand.  

  In this context, a wero is a traditional Māori challenge, performed by Māori warriors at a pōwhiri to test the intentions of visitors – by wielding weapons and laying down the challenge, with a token, such as a small branch for visitors to pick up and show they come in peace. Wero can also be used to convey a 'challenge' in other settings besides the traditional usage. 

  President of the New Zealand International Students' Association (NZISA), Sean Teow (Malaysia), spoke candidly about the full range of his student experience – offering insights on how he came to choose New Zealand to what the international education sector could focus on to better the student experience further.  

  

  Sean Teow speaks at NZIEC KI TUA.

  Sean spoke about the need to focus on the “level of heart” that New Zealand exudes when interacting with prospective students alongside “bread and butter” attributes such as the high quality of education, lifestyle and beautiful natural environment. 

  “Be proud of the quality of New Zealand education, but also you as people, there is a level of heart that exudes itself when talking to students. That intention can be felt by a prospective student who may be afraid and anxious to embark on that path, a simple feeling that these people know how to take care of me, and they mean well.  

  “Don’t forget that the next time you recruit or interact with students for that could make the very difference with students remembering New Zealand and enjoying their time here. Embrace and embody manaakitanga,” Sean urged delegates.  

  Prime Minister’s Scholarship recipient Aria Ngārimu (Ngāti Porou, Ngāti Kahungunu ki Wairoa, Rongomaiwāhine, Te Whānau-ā-Apanui), a domestic student at Te Herenga Waka - Victoria University of Wellington visited India as part of her scholarship experience.  

  

  Aria Ngārimu at the Taj Mahal in Agra, India during her scholarship experience. Photo credit: Aria Ngārimu.

  In her address, Aria aptly used an Indian folk tale of five blind men attempting to describe an elephant that they had encountered for the first time to highlight how individual perspectives can be wildly different yet equally accurate. Her speech was a powerful reminder of the need to be open to points of view different from our own. 

  International representative of the University of Otago Students' Association, Ibuki Nishida (Japan), offered a challenge to the sector to remember that every international student has a story and the importance of staying connected to their experience and story while they were in the country.  

  

  Ibuki Nishida laid a wero for the sector to remember that every student has a story.

  “Don’t forget about those of us that are already here. I challenge you to not set a “finish line”, but instead learn from, and be a part of, each student’s ongoing story while we are here, that we can take to our loved ones to inspire them back home. 

  “Do not underestimate the power of word-of-mouth. When looking at growth, it might be one of the most important. And the way you tap into that, is to make sure students have a great experience while they’re here too. And remember that each international student is a story waiting to be told. So help us make it one for the books,” Ibuki said. 

  

  Albert Lu spoke about the differences in school life in his native Taiwan and New Zealand and what he likes about studying in Wellington.

  Albert Lu (Taiwan), a Year 11 student at Wellington High School, noted the differences in life in Taiwan and New Zealand as he spoke about his experience in New Zealand.  

  Albert spoke about the NCEA curriculum providing an opportunity to students to enjoy a good balanced lifestyle, how confidence was the key to settling into life in New Zealand and importantly, ‘another way to improve language faster is to hang out with friends whose first language is not my first language’. Albert does this through joining student groups, attending church and generally being proactive about life here in New Zealand.  

  “Everyone is friendly, I love it,” Albert said. 

  *Wero: In this context, a wero is a traditional Māori challenge, performed by Māori warriors at a pōwhiri to test the intentions of visitors – by wielding weapons and laying down the challenge, with a token, such as a small branch for visitors to pick up and show they come in peace. Wero can also be used to convey a 'challenge' in other settings besides the traditional usage. 

• Advertising opportunity for Japan’s 2025 New Zealand Study Guidebook

  The KBUNSHA New Zealand Study Guidebook is a trusted publication and is the only one of its kind supported by the New Zealand Embassy in Tokyo and Education New Zealand Manapou ki te Ao (ENZ). KBUNSHA distributes 20,000 copies of the study guidebook to Japanese schools, universities and education organisations as well as education fairs and seminars.    

  ENZ Business Development Manager – Japan, Tomomi Kontani said advertising here is a great opportunity to leverage an increased demand for information on New Zealand’s education offering.

  “We are continuing to see significant interest in New Zealand as an education destination from students and their parents, schools, and education agents here in Japan” she said.

  “This is a great opportunity to showcase what makes New Zealand unique, especially in the regions. Destination marketing plays a key role in student attraction for a market like Japan with a tourism focus,” Tomomi added.

  The guidebook’s last edition was distributed at the annual student fair and stakeholder focus events hosted by ENZ Japan. The events attracted around 1,000 people. The guidebook remains the main information source ENZ refers to and distributes at upcoming events in 2025.  

  Advertisement rates for individual providers range from approx. $2,560 NZD to $6,120 NZD for guidebook and or website listings. With the ‘Premier Plan’ and ‘Advertorial Plan’, the school logo will be listed on the new scholarship campaign page built by KBUNSHA. Individual providers can download the proposal here. Advertising copy can be provided in English.   

  For regional groups, download the proposal here for further details on the guidebook and pricing (approx. $2,200 NZD for a two-page colour advertisement and $3,300 NZD for a four-page colour advertisement). 

  Bookings must be made by 27 June 2025 directly with KBUNSHA. For more information, visit the KBUNSHA website here. The 2024 guidebook can be viewed here.  

  KBUNSHA contact:  

  Minori Takahashi (Director) 

  Tel: +81-3-3234-1744 

  Email: minori@kbunsha.com 

   

   

   

• Caroline plays her part in Christchurch rebuild

  But she is now a qualified quantity surveyor as comfortable working on building sites as she is back in the office crunching the numbers. 

  Caroline says it is not a profession she would have contemplated in China, where she grew up, but Christchurch’s rebuild inspired her to pursue a career in the construction industry and she is grateful for the freedom to be able to achieve her ambitions.  

  “It has been very rewarding to be part of the rebuild and to see the changes in the city. Bettabuilt, the company I work for, specialises in school rebuilds. When we finish a new school, you feel like you’ve done something you should be really proud of.”  

  And her parents are proud too. They have backed her career choice and know that the bold decision they made to send their only child to New Zealand for education was the right one.  

  

  New Zealand a safe place to study 

  Caroline says they had travelled widely as a family before making the decision that she would come to Burnside High School Te Kura o Waimairi-iri in Year 11. “They wanted me to be open-minded and take on new experiences and cultures,” she says. “They decided it would be good for me to study in another country with a different culture and chose New Zealand because it was a peaceful and safe country.” 

  Before she arrived, Caroline was set up with a “buddy”, a student from her school in Beijing who was already studying here and helped provide insights into life in New Zealand. She also took an online course prepared for international students.  

  “This made me feel more confident and familiar with what I was coming to which was important, because the culture and environment is quite different from my home country.” 

  But there were still some big adjustments to be made when it came to schooling. “All courses in China are set by the Education Department. In New Zealand, you have freedom to choose your own courses,” she says. “At first, I was a bit overwhelmed by the options available to me because I didn’t know exactly what I should take. But it was good that I had the opportunity to try courses that I was interested in.”  

  She also had to get used to a self-directed approach to learning. “It allows you to study in a way which suits you best, which was positive for me. And it means when you start work you have the ability and discipline to study by yourself. I have used methods I learned in high school and university to build my knowledge in the workplace.” 

  With more free time in her life, Caroline had the opportunity to play sport and even take on a part-time job which she says would not have been possible in Beijing. “That job really helped me because I got to practice English and gain more confidence talking to local people.” 

  New career opportunities 

  It was all part of an international education experience which Caroline believes is about much more than study.

  “When you’re an international student, you quickly acquire life skills and become much more independent.

  You also learn about other cultures because you are mixing with people from many different backgrounds. It was quite an eye-opener for me, but I enjoyed it.” 

  

  Once she determined her career choice, Caroline chose Ara Institute of Canterbury as the next step on her education pathway. Starting with a Diploma in Quantity Surveying, she followed it up with a Bachelor of Construction. Job and internship opportunities were regularly shared by their programme leader, illustrating the close ties with business. 

  The decision to study in New Zealand has taken Caroline on a journey she couldn’t have imagined when she arrived. “In China I would not be working in construction. I would probably have been working in finance or management,” she says. “The environment here changed me and gave me career options I would not have considered at home.” 

  In the past few months Caroline has secured residency and bought her first house, giving her a real sense of belonging. “I enjoy my work and my life in New Zealand. I love Christchurch and I’m proud to be contributing to the rebuild of the city.” 

  “I feel really happy that I came here.”  

• Pakistani student leverages language skills to connect communities

  Fluent in Punjabi, Urdu, and English, and passionate about community service, Usma soon became a key player working to support and connect ethnic communities in Christchurch.  

  So extensive have her achievements been, that she has been honoured by the university with a coveted Blues Award for community engagement, and by the Christchurch City Council with a Civic Award.  

  Usma arrived in New Zealand in late 2016 and gave birth to her third child shortly after arriving. “It gave me the time I needed to assess society here, and I realised the value that was placed on volunteer work.”  

  New Zealand values transferable skills 

  “My background was in teaching and ESOL (English for Speakers of Other Languages) instruction. I did teach here when I first arrived, but it was not fulfilling enough,” she says. “I needed to think what other skills I had to offer in an area of work I was passionate about. New Zealand is not a destination of degrees, it is a destination of skills, where whatever transferable skills you have to offer, are valued.” 

  She initially got involved in UC’s Pakistani Student Association, planning events which quickly extended beyond the student community. “I got great feedback from the wider community and different ethnic groups started coming along. People from these communities were looking for connectivity and involvement and it ended up being a multi-cultural hub.”  

  She admits it was not without challenges, but she was determined. “I was an international student, a woman, a mother of a special needs child, and I was working. But I managed my time. I enjoy doing volunteer work and it comes naturally.” 

  In her second year at Uni, she secured a role as a Diversity and Engagement Officer with the Ministry of Ethnic Communities and juggled both study and work. It was in this role that she became involved in the Government response following the Christchurch mosque attack in 2019.  

  Frontline worker following mosque attack 

  “I was one of the frontline workers dealing with victims and those left behind. Some of my colleagues were victims,” she says. “It was a difficult time. I had never had any exposure to such an event, or what the aftermath might be like. Hearing the stories, and being part of it, are totally different things.” 

  “I’m very proud of my work and found it very rewarding. I discovered my strengths and weaknesses and learned how much I had to offer. I could speak with many of the widows in the Muslim community in their own language, understand their needs, and advocate on their behalf. I learned how to deliver the key messages to the government agencies involved in the response and formed a link between the two groups.”

  

  “The migrant communities have so much resilience and I believe that every disaster brings opportunity to come together, to heal, and to grow.” 

  Usma went on to become involved in Widows of Shuhada – an eight-part Plains FM/RNZ podcast documentary series which followed the journey of four widows following the attack.  

  Soon after, Covid-19 arrived in New Zealand and Usma worked on engagement with local ethnic communities, translating the Government’s messages and communicating them through a range of digital channels.  

  Tapping into the skills of international students 

  But she didn’t stop there. Usma was also influential in Christchurch’s Ethnic Communities Skills Build Programme, a project designed to smooth the pathway of migrants and international students into employment in New Zealand.  

  International students could join in workshops, meet career counsellors and job brokers from the Ministry of Social Development, reshape their CVs, and attend job fairs.  

  “I believe we need to tap into the high-level skills of post-graduate international students. We need to progress them in the right direction, utilising their skills in science, technology, and innovation.”  

  As for her own career, Usma could not be happier. She has secured a full-time role as a policy analyst at the Ministry of Primary Industries in Wellington and has taken a step back from her volunteer work to focus on completing her PhD this year.  

  She is grateful for the opportunity to study in New Zealand and to bring her family with her. Her husband is working, her children are happy, and her special needs daughter has opportunities she wouldn’t have had in Pakistan.  

  Usma still acts as a mentor for international students and tells them if they are to make the most of their time in New Zealand, they should “think outside the box”. 
   
  “They should think about the skills they have to offer in the community, and they will be rewarded with a transformative experience. Leaving behind the social constraints of your home country can be liberating. It’s all about following your dream.”  
   
  Usma says she’s already landed her dream job, but she plans to continue her community work once she has completed her PhD.  

  “I believe it is my contribution to this country and I love doing it. I’m not likely to stop. I’m just settling in, finishing my PhD, and getting ready for something big. I have ambitious plans.”

• Southern Institute of Technology cultural education exchange introduces Aotearoa to Kansas

  When Covid hit, the Southern Institute of Technology (SIT) knew that it was well placed to engage with its students digitally, as it already had a well-established distance learning faculty. The next move was to look at how that capability could be used for international education.

  Using distance learning for cultural education internationally

  Beyond widening its offering of fees-based online courses, SIT understood the value of establishing cultural exchanges which would engage current learners and potentially generate interest from future learners, says Study Abroad and Partnership Officer Whitney Irwin. She worked in collaboration with the School of Business faculty to set up the cultural exchange between SIT students and those at Johnson County Community College (JCCC) in Kansas, USA. “Being able to create buy-in and have a motivated faculty to get partnership projects across the line is the key to success. SIT has a wonderful culture, and we have all worked together to reorientate our international strategy for the greater good of SIT and our wider community.”

  Experiencing New Zealand Life from afar

  Twenty-five JCCC Economics students asked to be involved out of a class of sixty, reflecting a desire to learn about far-flung New Zealand, meet global peers and to try something new. From SIT, 23 Management students and 28 Communications students took part, with both groups of students using the interactions to produce assessed work.

  “Our aim was to allow US students to see New Zealand life and get a taste of who we are, what we do, and how do we do it, with the bonus that it could also lead to the opening of doors for students to visit New Zealand, and vice versa,” says tutor Selena Coburn.

  Using Zoom, Snapchat, and Instagram, students interviewed each other to learn about our different cultures, looking at differences in communication, lifestyle, politics, and making economic comparisons. Minimum wage, average house prices, and everyday living costs were compared, what the US and NZ dollar bought, and who was actually better off overall.

  They learned about New Zealand’s response to the Covid-19 pandemic, rural life, Māori culture, the filming of the Lord of the Rings film trilogy, our outdoors lifestyle, and our connections with Australia. They also explored more personal subjects - relationships, music preferences, religious beliefs, parental expectations, and what they did in their spare time.

  “The Kansas students now have a real sense of the kind of people we are,” Ms Coburn says.

  Creating opportunities with a cultural education exchange

  Digital collaboration also presents an opportunity for students, both in New Zealand and offshore, who could never afford to travel or would be uncomfortable leaving their home country, to still experience the cultural exchange which international education offers,” Ms Irwin says.

  “It builds confidence and familiarity with a destination such as New Zealand which may encourage the students to travel here for study later on.”

  And this has proved to be the case, with six Kansas students already saying they are keen to come to New Zealand.

  “All going well, the intention is to host JCCC students here at SIT in 2023.” Ms Irwin says she expects the changes in the ways education is being delivered will continue well into the post-Covid environment.

  “Virtual exchanges are a fantastic collaboration of ideas, which can lead on to the development of other educational products and services.”