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• Changes to visa processing

  Celia Coombes, INZ Sector Manager (Education) advises that during consultation, INZ received a number of submissions from providers and education peak bodies. All feedback was analysed and incorporated into the decision making process, and resulted in some changes to the proposals, such as retaining the processing of Chinese student visas China and expanding the Risk and Verification function.

  “Rather than being processed geographically, visas will be processed by customer sector such as business, education and tourism,” said Celia.

  “This will enable INZ to enhance focus on its customers by delivering customer excellence in a digital world and to effectively leverage the investments INZ has made in technology and infrastructure.”

  INZ will be communicating with the education industry regularly over the next 18 months as it transitions to the new model.

  Immigration New Zealand (INZ) wishes to thank all those who provided feedback on its proposed operating model changes in September 2017.

  For more details, including indicative timeframes for INZ Office closures, please see the media release on INZ’s website: https://www.immigration.govt.nz/about-us/media-centre/media-releases/immigration-changes-will-result-in-more-staff-in-new-zealand

   

• NZTech joins export education sector

  EdTechNZ aims to drive creative use of technology in education, facilitate a world-class education system for New Zealanders and to showcase our education technology to the world.

  The association brings together industry providers, educators and government (both ENZ and the Ministry of Education are represented on the board).

  More than 70 industry players attended the launch, held at Microsoft’s offices in Auckland. The launch included a panel discussion, The Future of Education is Now, which featured representatives from Ministry of Education, Unitec, Rangitoto College and others.

  Annabel Robertson, ENZ’s Business Development Manager, says educational technology is booming, and the new association will not only support the development of edtech for export, it will benefit the local New Zealand education sector.

  “Technology is redefining how we learn, obtain skills and get credentials,” said Annabel.

  “EdTechNZ provides a voice for this change, and brings together those that can develop and use technology to innovate the education experience.”

  The edtech market is forecast to be a $344 billion global market by 2019. 

  Any organisation or teacher with an interest in edtech-based products, services or solutions is welcome to join EdTechNZ, and can find the details here.

  

  Panel discussion of The Future of Education is Now.

• Market reports moving to IntelliLab

  ENZ has previously published information about its priority markets on enz.govt.nz.

  However, ENZ has since removed these and replaced them with the in-depth Economist Intelligence Unit country forecasting reports, available on IntelliLab.

  Andrew McPhee, ENZ’s Intelligence Manager, said the market reports provide useful insights for industry players.

  “The forecasting reports are an independent, specialist and unbiased perspective on our key markets, and cover everything from a country’s demography, business environment, political outlook, economic outlook and market opportunities,” said Andrew.

  “The main reports are updated annually, with six monthly updates also provided – making them a current and reliable source of market information.”

  Reports are available for Brazil, Chile, China, Colombia, Europe, India, Indonesia, Iran, Japan, Korea, Malaysia, Mexico, Philippines, Saudi Arabia, Thailand, Vietnam and the US.

  ENZ market factsheets are also being completed, with India and China already uploaded, and more to come in the near future.

  The reports on IntelliLab are only available to registered users, who must be New Zealand education providers or officials.

  “Registration also provides access to other great reports too, with new research continually uploaded,” said Andrew.

• New Zealand shares vocational expertise with China

  Representatives from five New Zealand ITPs provided insights on vocational education and training at the fifth Sino-New Zealand Modern Vocational Education Development Forum in Tianjin, a major port city of 15.5 million people south-east of Beijing.

  Under the theme of “Innovation and Entrepreneurship,” the forum aimed to grow the discussion on research and policy between New Zealand and Chinese officials and institutions in vocational education and training.

  It also sought to support the delivery of New Zealand vocational training qualifications in China.

  The forum was supported by ENZ and the Tianjin Education Commission. It was organised by Tianjin Light Industry Vocational Technical College of China and Waikato Institute of Technology of New Zealand. 

  Adele Bryant, ENZ Regional Director North Asia, said Tianjin is leading China in vocational education and training, and is an important region for New Zealand providers to connect with. 

  “Tianjin has a large number of top vocational education colleges, and receives strong policy support from both national and local government,” said Adele. 

  “It will also be taking China’s vocational training to the world through the Luban workshops, with plans for 10 to be sited offshore by 2020. Institutions from this region are keen to learn from New Zealand’s vocational providers.”    

  Representatives from Waikato Institute of Technology, Universal College of Learning, Toi Ohomai Institute of Technology, Wellington Institute of Technology and Otago Polytechnic participated in the forum. They offered their insights on instilling students with innovation and an entrepreneurial mindset, and discussed micro-credentials and models of delivering New Zealand qualifications offshore.

  Tony O’Brien, Director of the Sino-NZ Model Programme, said a highlight was the involvement of three Otago Polytechnic students who travelled to Tianjin, having won Student Entrepreneurship Scholarships.

  The students participated in a start-up business model workshop held alongside the forum, working with Chinese students to develop a business model in less than two days, which they then presented to the forum.

  He said another highlight was the participation of several Chinese teachers who completed the Train the Trainer Programme in New Zealand.

  “The teachers presented on how they have learned to use the Model Programme quality framework to develop their courses in China to enhance the entrepreneurial mind-set of their students,” said Tony. 

  The New Zealand-China Vocational Education and Training Model Programme was launched almost five years ago when the Strategic Education Partnership between China and New Zealand was signed during then Prime Minister John Key’s visit to China in April 2013.

• Kiwi teachers connect with Indonesia

  Sean O’Connor, Educators Network Manager for the Foundation said cultural connection trips give teachers invaluable first-hand experience and knowledge of Asia, which they can in turn share with their students.

  “By actually visiting a country, teachers get a much deeper understanding. We also find students are far more engaged when hearing about their teacher’s personal experiences,” he said.

  During the trip, the teachers visited schools and historical sites throughout Jakarta and Yogyakarta.

  Teacher Ella Hollows from Onerahi School, Whangarei, said the highlight was visiting Al Azhar Islamic schools in Jakarta where she and the other Kiwi teachers home-stayed with local Indonesian families.

  “Not only did we experience the culture and history of Indonesia, we got to meet people from different walks of life and developed our understanding of the importance of Asian languages and culture from an education perspective.

  “As a teacher, it was a great opportunity to be part of a school in another culture and experience the similarities and the differences,” she said.

  Since returning to New Zealand, Ella has been in regular contact with a teacher she met during the visit, and recently held the first of what she hopes will be regular Skype conversations between her class and an Al Azhar class. Students discussed their hobbies and what they like about school, and are beginning to learn about traditional Indonesian and Māori culture.

  Ngaire Gow, a teacher at Brookfield School, Tauranga, said before she left for Indonesia, her students created a slideshow about New Zealand which she shared with teachers in Indonesia. On her return, Ngaire created an Indonesia display for the classroom using her photos and souvenirs, prompting discussion and questions from her students.

  “Trips like this lead us towards being culturally competent and to respect different ways of understanding and knowing, which is extremely important for teachers in New Zealand as a multi-cultural country with students of various cultures in our classrooms,” she said.

  Click here for a short video of what the teachers experienced in Indonesia.

• New Zealand students join Sustainability Challenge

  Each team had two participants from India and one New Zealand student who, under the guidance of an Indian expert, worked together to identify and solve a sustainability challenge found on Indian campuses.

  The winning team from Manipal Institute of Technology won for their project on “Sustainable Lifestyle,” with each student receiving an all-expenses paid internship for three weeks at the University of Canterbury, University of Otago and University of Waikato. 

  The NZISC was hosted by ENZ in association with New Zealand universities, and with sustainability peak body The Energy and Resources Institute (TERI) as knowledge partner.

  ENZ’s Country Manager for India, Jugnu Roy, said the NZISC was designed to showcase independent thinking and encourage cross-cultural teamwork and mentorship.

  “Having Kiwis involved in the project was a great way for Indian students to see first-hand the practical and inquiry-based style of learning that New Zealand instils in students, which is particularly important in science and technology disciplines.

  “The top six teams beat out 90 others in the earlier rounds of the competition and in the finale showcased their work. Projects included an innovative health platform to store vaccination data of children; using biomass as an alternative to firewood; and using garbage to create electricity.

  “These students represent the kind of talent we want to attract to New Zealand.”

• ELS changes for Korean students

  The Korean government has announced a ban on after-school English education to first and second graders in elementary school (Years 3 and 4 of New Zealand primary school) as well as English classes at kindergarten (Years 1 and 2 of New Zealand primary school).

  The ban for first and second graders will come into effect in March 2018 while the kindergarten ban will take place from 2019.

  Kay Kyungah Lee, ENZ’s Senior Market Development Manager – South Korea, explains that the ban is to prevent students from studying English before the third grade, where it becomes part of the curriculum in Korea.

  “To get a headstart, many schools offer after-school English courses for first- and second-graders.

  “To equalise the competitive education culture, a law banning advanced learning was adopted in 2014. However, after-school English courses remained intact due to strong demand from parents.”

  Kay said Korean parents have relied on English being taught during early education for many years. However, with the new ban limiting this option in-country, there could be opportunities for New Zealand providers to benefit.

  “This ban is likely to result in an increase in private English education. But when only expensive options are available in Korea, overseas education can be more appealing and have better value for money.

  “English language is still regarded as one of the most important skills in the competitive job market in Korea. The level of interest for an effective English education would be high amongst Korean parents.”

• Japan and New Zealand celebrate education milestone

  Last week, ENZ hosted a reception in Tokyo to celebrate the 20^th and 30^th anniversaries of three Japanese schools’ first New Zealand visits and to thank them for their continued support of New Zealand.

  Over the last three decades, the three Japanese schools – Josogakuin Junior High School, Hikarigaokajoshi High School, Tokorozawa Kita High School – have sent more than 4,000 students to New Zealand for academic study and school excursion programmes.

  Misa Kitaoka, ENZ’s Senior Market Development Manager – Japan, said the schools shared some fantastic feedback about New Zealand as a study destination.

  “The principal of Tokorozawa High School said the importance that New Zealand education places on acquiring future skills and global competency was one of the reasons why it resonated with him as a destination for his school’s study abroad programme,” said Misa.

  “His school has also had annual visits to the University of Canterbury and Lincoln University, which he felt was an excellent opportunity for Japanese students to experience New Zealand’s tertiary-level programme.”

  The reception opened with a powerful kapa haka performance by local group Nga Hau E Wha, showcasing Māori language and culture.

  The New Zealand Ambassador to Japan, Stephen Payton, presented the schools with certificates of appreciation, signed by ENZ Chief Executive Grant McPherson.

  Air New Zealand was also on hand for the celebration, gifting plaques and airline tickets to New Zealand for teachers at the schools.

  Misa said in the lead up to the 2020 Olympics and Paralympics, hosted by Japan, the Japanese government is accelerating its plans for internationalisation.

  “I see a growing opportunity for ENZ to promote the quality of New Zealand’s universities, especially the direct pathway to the Bachelor’s degree programme available for Japanese high school students.”

  

  The Nga Hau E Wha group performs a kapa haka.

• Six months in Singapore

  The campus at NTU is truly amazing and the facilities are something to behold. I enrolled in classes at Nanyang Business School (NBS) and the school of Humanities and Social Sciences (HSS). While there were a few language barriers initially, I learnt early on that I would need to speak slower – though at times my professors still struggled with my accent.

  Outside of classes, I played hockey in the Singaporean National Hockey League, which enabled me to meet new people and stay healthy. I loved getting to know my teammates, although playing in the 40-degree heat with 100% humidity was torturous at times!

  My biggest highlight abroad was taking part in FINEX, a financial competition crossed with the amazing race. I teamed up with two other exchange students to undertake finance-related challenges at locations throughout Singapore and we were fortunate enough to finish runners-up! The competition was a great introduction to Singapore and was an excellent opportunity to meet local students and learn more about the Lion City.

  Singapore is a diverse, modern, multi-cultural hub of the ASEAN bloc and was an ideal place to become accustomed to Singaporean, Indonesian, Malay, Indian, Chinese, Korean and Japanese practices first-hand. I gained invaluable exposure to a diverse group of people while on exchange. I became close friends with my Chinese roommate and even learned Mandarin from him.

  I travelled extensively throughout most of North and Southeast Asia, visiting friends and immersing myself in their different languages and cultures. Being able to experience these environments first-hand was incredible, and I developed a greater appreciation for a wide array of cultures, customs, traditions and etiquettes. It highlighted the need to be tolerant, patient and respectful of distinct ethnicities and their customs – traits that will prove invaluable for me going forward in both my personal and professional endeavours.

  "While I learnt a lot about the places I travelled to while abroad, I also learnt a lot about myself."

  

  Bagan Archaeological Zone, Mandalay, Myanmar.

  I now feel more comfortable making connections with people from Asia as I have had the opportunity to develop extensive knowledge of the region. Trade and business prospects between New Zealand and ASEAN nations are extremely promising. However, my experience taught me that these economic relationships must be accompanied by education and an adequate understanding of the cultural dynamics underpinning them. It is so important to approach different cultures, traditions and practices with respect and an open mind. If we are able to do that, New Zealand’s relationship with Asian nations will grow remarkably.

  While I learnt a lot about the places I travelled to while abroad, I also learnt a lot about myself. I feel my exchange made me more well-rounded and receptive to others and their ideas. I also feel more driven and motivated to get up each day and make a meaningful difference. My experiences abroad made me realise how fortunate we are in New Zealand and the extent to which we can both learn from and give back to our neighbours in Asia.

  I cannot express how grateful I am for the opportunities this award has presented me. The PMSA is a tremendous scheme and I am so appreciative for being given such a great head start.

  

  Hugh at The Bund, Shanghai, China.

• Cultural exchange in Colombia

  In 2017, I led a group of 12 Māori Studies and Māori Visual Arts students to Medellín, Colombia for LatinoAotearoa, a four-week cultural exchange where we shared food, song, dance and other cultural practices with the indigenous students at the University of Antioquia.

  The interactive programme involved weekly history lectures about the native peoples and settlement of Latin America, supported by weekly film viewings that gave a deeper insight into the future of Colombia’s indigenous people. Visits to downtown Medellin, including galleries and museums, parks and other public spaces, also helped our student know the city more intimately.

  Most of our students are bilingual speaking both English and Te Reo Māori, but after four weeks, all of them gained the confidence to converse comfortably in Spanish too.

  In return, Colombian students had the chance to improve their English skills, as well as learn Te Reo Māori. We also shared toi Māori (art), cooking, waiata (song), kapahaka (dance) and mau rākau (Maori weaponry skills) taught partly by our students. Our lecture on the journey of Te Reo Māori was particularly important, as Antioquia University is now in the first stages of introducing Colombian indigenous languages into their own curriculum.

  

  Colombian students gather for a lesson on the mangōpare artistic pattern.

  “Learning about different cultures and history, I have a new outlook on life now.”

  For New Zealand to successfully develop trade and business relationships we must first understand the history, culture and language of our partners. By immersing our students in Colombian culture, they gained valuable skills that can be used not only in Colombia but in wider Latin America.

  We also taught Colombians about how to work in a New Zealand context, understanding the values of Tangata Whenua and how these values influence New Zealand at a diplomatic, cultural, linguistic and trade level.

  Many students have already expressed a desire to return to Colombia and to continue learning Spanish. Māori Visual Arts lecturer Israel Birch said one of our Master’s students wants to return and work with the indigenous communities on her PhD project, and a staff member from the University of Antioquia is now looking at moving to Aotearoa to teach.

  Without a doubt, this trip contributed to the intellectual and personal growth of all members of the group. We can’t highlight enough how important this partnership has been.

  At the end of their journey, students shared what they enjoyed the most:

          “Learning about different cultures and history, I have a new outlook on life now.”
          “I am grateful for the time I spent here in Colombia. I’ve had the time of my life and I would recommend to everyone who gets the opportunity to take it.” 
          “I have really enjoyed how much we have been able to engage with everyday Latin American culture. The parceros (language buddies) have made it possible for us to experience social life with Latino friends. I also really enjoyed the history classes and the field trips which showed the history and development of the cities.”
          “I hope this scholarship will continue because this experience has enriched my life and I will return to New Zealand sharing how beautiful, strong, resilient and warm Colombians are.”
          “I have absolutely loved this trip, it has been a very amazing and humbling experience. I’m so thankful to have been given this opportunity.”
  

  A piece of Aotearoa in Colombia - a mural painted by Massey and Antioquia students.