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Showing 10 of 1890 results for how to register international groups
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Around the world in five
United Kingdom
International education leaders in the UK have expressed concerns about new proposals to place a levy on the income that institutions earn from international student fees.
Global
A new global survey makes it clear that the more restrictive visa policies that have been introduced in leading destinations over the last 18 months continue to have a profound impact on international student mobility.
India
New research reveals that career advancement is the primary motivation for Indian students choosing to study abroad.
Europe
In the wake of Trump’s moves, the EU is hoping to offer a political safe haven for US scientists and academics.
Australia
Following the recent federal election in Australia, the makeup of Prime Minister Anthony Albanese’s new ministry is beginning to take shape.
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Sharing the international student experience
In August, ENZ and the Ministry of Foreign Affairs and Trade brought together 30 international tertiary students representing all ten ASEAN countries, and ten New Zealand students who had participated in the Prime Minister’s Scholarships for Asia Understanding South East Asia programme. The purpose? To celebrate 40 years of diplomatic relations between New Zealand and ASEAN by strengthening connections among students, and to provide the students with a platform for sharing their views on the international student experience in New Zealand.
Over 100 nominations were received from a range of New Zealand’s universities, institutes of technology and polytechnics, and private training establishments for students from ASEAN countries to participate. Each nominating institution had at least one representative at the two-day programme in Wellington. Participating students were enrolled in a range of programmes from Level 4 certificates through to doctoral level.
Many of the nominating institutions created online media content around Student Voice and the students themselves set up a Facebook page especially for the event which attracted media attention both in New Zealand and overseas.
The students heard from industry experts on the importance of alumni networks, the value of a New Zealand education, and the importance of ASEAN-New Zealand links in business.
Lester Khoo from AUT University engaged the students on how a New Zealand education can launch careers in ASEAN, with one student responding:
“The launch pad was really useful and changed my perspective of being an ASEAN student. I used to think very selfishly about my own career not about the development of my country and other ASEAN countries. The launch pad makes me realize there might be something that I can do to improve my country and the relationship between New Zealand and ASEAN countries.”
In the key download session of Student Voice 2015, the students employed “Design Thinking” methodology to share their international student experiences and to think creatively together to reframe any challenges as opportunities.
There was lots of discussion around the quirkiness of New Zealand life which the students rated as very appealing. This included getting to understand and use Kiwi slang, and the relaxed and welcoming way everyone treats each other. Life in New Zealand is “sweet as”.
Integration in New Zealand was a topic that was very important to the students. They collaborated to develop a range of solutions to improve the integration process for international students in New Zealand. These included initiatives for New Zealand institutions but also advice for international students themselves. Some of the ideas for initiatives focused on campus events, and social media activity, to encourage an appreciation of cultures, and for international students to actively look for opportunities to engage with their New Zealand peers.
ENZ will be sharing further detail directly with the New Zealand institutions who engaged in Student Voice.
One student commented on the integration process by saying, “independence especially in a foreign country is a challenge, making it more difficult when homesickness strikes and adaptation is hard. But I think it’s all part of the process, because in a brighter perspective, New Zealand offers a wide opportunity to search for new paths in expressing yourself and adopting to different cultures and people.”
The students also listed some of their “top fives” on a range of topics.
Reasons for picking NZ as your study destination
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Overseas graduates are inspirational and exceptional
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Experience new things and independence
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Higher quality of education
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Financial support i.e. scholarships
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To fulfil my fly fishing obsession
Things I hope my NZ education will provide for me
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Change
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Professional development
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Friendship network
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World class education
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Personal development
Things that influenced my decision to study abroad
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Safe, clean and student friendly environment
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More job opportunities and linkages
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Multicultural environment
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State of the art technology and top notch quality of education system
Things that surprised me about NZ
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You can take a banana to the exam room
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Slang is the new English
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You can banter with professors – no more ‘yes sir’
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Four seasons in one day
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Ethics approval is required for animal studies – even for mussels!
Things I would tell my friends about studying in NZ
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Surprising kindness – a kiwi high school teacher decided to pay for my studies overnight
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To see people go to school bare footed
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NZ institutions offer a world class standard of education and you will definitely change as individuals to become a well-rounded person
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Explore – do outdoor activities
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The freedom of expression
Things I would say to recommend NZ to potential students
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Come to one country and see the whole world
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Number 1 place to experience study and witness the best of nature
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The best place for study and family life
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It is really safe here – 2nd safest county in the world. Low crime rate, Low accident rate.
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Mixed religion – freedom to practice our beliefs
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From the CE: Wishing you a Happy Lunar New Year and prosperous Year of the Dragon
The dragon is a majestic and lucky creature in folklore, symbolising bravery, creativity, and innovation. According to the Chinese horoscope, 2024 is a year full of potential and opportunities for personal growth, professional success, and social impact.
Potential. Opportunities for growth. Social impact. The Year of the Dragon is perfectly matched to international education in New Zealand.
Entering our second full year since the borders reopened, the good progress made in 2023 sets the platform for further growth in 2024. In November and December, Immigration New Zealand data tells us that the number of offshore applications exceeded all other months in 2023. While this is to be expected, it is without doubt a good sign for term one.
New Zealand’s reputation for delivering a quality education in a safe environment remains intact and attractive to learners.
This was further confirmed by the results of our student experience survey completed last year. It reported that 84% of international students rated their overall student experience positively. And that 83% of students would be likely to recommend New Zealand as a study destination compared to 81% in 2021.
I was also greatly heartened to see the results of our survey of New Zealanders’ attitudes to international education. It found that 75% of New Zealanders believe that international students benefit New Zealand. Specifically, New Zealanders were positive about the contribution international students make to local business during their study, their contribution to New Zealand’s cultural diversity and how they help local students learn about other ways of life.
This is a win-win. The learners are coming. They have a positive experience when they are here, and they are welcomed by the community for the contribution they make. In the Year of the Dragon this is confirmation of the potential and the social impact of international education.
Now we must turn that potential into reality, which is what the teams at ENZ are focused on working with you to deliver. International education at all levels is highly competitive, and potential does not just happen – even in the Year of the Dragon. In this edition of E-News you will learn about activities across all geographies and offices, and this week there is an ENZ delegation, comprising all eight universities, meeting important Government, agent and sector partners in India.
As I said in December, there is still much to do.
Ehara taku toa i te toa takitahi engari he toa takitini.
It is not the strength of one person alone, but the strength of many that contribute to our success.
Ngā mihi,
Linda Sissons
Acting Chief Executive -
Around the world in five
NEW ZEALAND
While You Were Away: New Zealand’s Journey to a More Inclusive International Education Experience
This past year, issues of race and inequality have been thrust to the forefront of global consciousness amidst a pandemic that has made international travel – and education – more complex than ever. During this time, New Zealand has taken the chance to reflect on the role of international education in promoting equity, diversity, and inclusion.
GLOBAL
How will university campuses change post-pandemic?
In much the same way that the transition to work from home has caused corporations of all sizes to dig deep to understand the high value tasks that occur most successfully when teams gather in person, higher education may soon be shifting its campus model in response to the integration of virtual learning into its ongoing pedagogy.
GLOBAL
International student recruitment and online communications in the age of COVID
A round up of strategies and tips for adapting student communications for recruitment marketing during the pandemic.
AUSTRALIA
Australia launches International Education Strategy consultation
The Australian government is looking for input from students, educators and the higher education sector on a new strategy for international education in Australia.
CHINA
China to tighten grip on edtech industry and online learning
China’s Ministry of Education announced on March 31 that education departments should limit the times at which primary and secondary school students take part in online learning to ensure they are getting enough sleep.
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Former international student represents Aotearoa in Ecuador
With his career as an agronomist under way, Juan Pablo came to New Zealand on an MFAT-administered scholarship in 1988, wanting to build on his agricultural qualifications. After taking English courses at Victoria University Wellington Te Herenga Waka, he completed a two-year Diploma in Rural Studies at Massey University Te Kunengaki Pūrehuroa.
His time in New Zealand had such a profound impact on his life that he returned home determined to establish lasting bonds between the two countries. And there is no doubt that his appointment reflects just how much he has achieved.
Juan Pablo says he had dreamed of coming to New Zealand long before he got here. He had read ‘Grass to Milk’, Campbell McMeekan’s 1960s account of New Zealand’s dairying management practices which was well-known among dairy farmers in Ecuador. “I read the book and decided this is the place I want to go.”
Learning from the best
Very few students travelled to New Zealand from Ecuador at that time, most went to the United States for further education, he says. “Many people asked me why I was going to New Zealand, and people still ask me about it today. I tell them I went because I wanted to learn from the best.”
Juan Pablo says he was inspired by his lecturers, especially the late Professor Colin Holmes, a respected researcher, mentor, and advocate of the dairy industry.
“I came from an education system where the teacher held all the knowledge, where it was always black or white. In New Zealand it was totally different because learning was inquiry-based. Critical thinking was the method of developing knowledge.”
He says his experience was transformative on both a personal and professional level.
“The things I saw and learned, the New Zealand way of doing things, and the care and respect people had for each other had a powerful effect on me.”
Over the decades since Juan Pablo’s education experience in Aotearoa, he has built a highly-regarded career in Ecuador, founding and leading primary industry companies, accepting numerous board appointments, representing Ecuador in international free trade agreement negotiations, and being recognised with multiple honours for his contribution to the livestock and dairy sector.
Enduring ties to New Zealand
But he never forgot his ties to New Zealand, working tirelessly to strengthen the bilateral relationship and boost both business and education opportunities. He initially established a company to import agricultural products from New Zealand. When he later secured the role of General Manager of the Cattlemen’s Association, he passed on all his business contacts, and the organisation has been importing electric fencing components and seeds from New Zealand companies ever since.
“In 1988, we brought some cattle in from New Zealand for a breeding programme. Now many farms in Ecuador, including the ones I oversee, have cattle from New Zealand stock. And in the 1990s I helped to establish an education programme with Massey, which saw lecturers come to Ecuador to take short courses in dairy management.”
“When it comes to dairy farming, almost everything I know I learned in New Zealand - pasture management, milk production systems, electric fencing, animal welfare – and farmers have applied these practices successfully in Ecuador,” Juan Pablo says.
“New Zealand is top of mind for every farmer here. When you talk about New Zealand here, everybody knows about its reputation in agriculture. Going to New Zealand is on the wishlist for many people.”
Honoured to represent Aotearoa
Juan Pablo says he was deeply honoured to be asked to be New Zealand’s Honorary Consul in Ecuador, a role which is all about connections and creating opportunities which benefit both countries.
“I am very proud, and I’m happy because I now have the chance to advocate for Aotearoa,” he says. “The better the relationship with New Zealand, the better it is for Ecuador too. We must focus on what we have in common and make the most of it.”
He firmly believes international education is at the heart of relationship-building and collaboration between countries, even more than tourism and business. “You learn the values of a nation through education. Time spent studying in New Zealand will make you a better person.”
“International students will become New Zealand’s ambassadors to the world.”
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From the CE: India-New Zealand Education Week and release of the Broader Impact Valuation report
As you read this I will be about to get on to a plane to India. I’m leading a high-level University delegation to participate in the India-New Zealand Education Week from 16 - 22 April 2023. This is an important initiative which will further support the sector’s re-engagement with India, a market which remains critical to the recovery of international education.
The week features engagements with institution and Government partners, education agents, media and others involved in both student recruitment and internationalisation. We will also be re-launching the New Zealand Excellence Awards (NZEA), our flagship scholarships programme for India co-funded by Education New Zealand Manapou ki te Ao (ENZ) and all eight universities. The week will be bookended by two ENZ Recognised Agent Fairs in Delhi and Mumbai respectively. I expect it to be successful and enormously valuable.
This is a nice segue to the release of the Broader Impact Valuation report made public for the first time in this edition of E-News. Commissioned by ENZ from EY the valuation found that international education is a significant contributor to the New Zealand economy.
In 2019, international education’s direct financial contribution to New Zealand’s GDP was $3.7 billion using the Computable General Equilibrium (CGE) methodology. The CGE methodology applied by EY to determine the contribution was supported by the Ministry of Business, Innovation and Employment and Ministry of Education and is more rigorous than previous analyses.
Having established the direct financial contribution, EY explored the extent of the indirect longer-term contribution to New Zealand’s GDP from the small proportion of international students that remain in New Zealand after completion of their studies.
EY found that international students living and working in New Zealand in 2019 and 2022 contributed economic, social, cultural, and international benefits. Using Stats NZ Integrated Data Infrastructure (IDI) and CGE modelling, EY found that these students contributed in the order of $6 billion in the form of labour supply and productivity to New Zealand’s GDP in both 2019 and 2022.
Determining this contribution involved estimating the GDP output and wage impacts associated with New Zealand educated international students who remained in New Zealand and transitioned into the domestic workforce in the 10 years leading up to each year.
They also found that the pandemic significantly, and unsurprisingly, reduced the direct financial contribution to an estimated $0.8 billion in 2020. Truly tough times.
From my perspective the report is an important and long-awaited development. Using the most up to date valuation methodology it confirms the contribution the sector has made in the past, the contribution it makes beyond economic value, and tells us that it is possible to become a vibrant, sustainable and resilient sector in the future.
I urge you to download the full report, read it thoroughly and make use of its conclusions within your community.
सहनांशक्तिको वहुशक्ति्तिः
The power of many is greater than the power of one who stands alone.
Ngā mihi nui,
Grant McPherson
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Canterbury conference showcases the power of regional collaboration
Organised by Christchurch Educated and with major sponsorship from China Southern Airlines, it was fitting that the theme for the event was ‘Strength through collaboration and social responsibility’.
Since 2015, the Canterbury region has been supported by ENZ’s Regional Partnership Programme (RPP) in conjunction with the Canterbury Development Corporation and the Canterbury Leadership Accord. Canterbury is implementing an ambitious growth strategy that will see student enrolments soar from 11,000 to 25,000, and the economic value more than triple from $291 million to $937 million.
ENZ’s Programme Manager for the RPP, Greg Scott, said Christchurch Educated is showing how international education will contribute to an exciting future for Christchurch and the wider Canterbury region.
“International education hugely benefits our regions as an enabler of economic growth, community development, cultural diversity and global connections,” said Greg.
“Regional centres have the capacity for a wide variety of educational, social and cultural opportunities for international students. It is important that we continue to enhance value propositions for all regions across New Zealand.”
Tom Hooper, CE of the Canterbury Development Corporation
Canterbury Development Corporation’s Chief Executive, Tom Hooper, presented Christchurch’s future as a culturally diverse “city of opportunity” that attracts and retains younger, more entrepreneurial migrants. Tom also emphasised that international education is a key enabler to meet a projected skilled workforce gap of 75,000 over the next 15 years. Christchurch Deputy Mayor, Andrew Turner, opened the day by emphasising the importance of international education for the future growth and diversity of Christchurch, noting that more than 50 percent of recent skilled migrants had previously held a student visa.
During the day, participants engaged in a variety of workshops on topics such as the future of work, social enterprise in international education, design thinking, social media, agent management and panels on student wellbeing and the Code of Practice.
Bree Loverich, Programme Manager at Christchurch Educated said the conference demonstrated the strength of collaboration in Christchurch and how the rebuild is allowing their city to respond beyond recovery.
“Through our speakers and workshops, we explored global challenges and predictions of industry disruption, including automation and digital technology,” said Bree.
“The not-so-distant future will require us to innovate in order to attract a new breed of international student – collaborative thinkers and doers looking for communities of likeminded people.”
Francis Valentine, Founder of Mind Lab, presenting on the future of learning
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Around the world in five
Asia
More Tamil Nadu State students from middle class families plump for higher studies abroad
More students from India, including middle-class families, are now eager to study abroad as COVID-19 restrictions ease. Popular courses include engineering, management, and medicine, with countries like the UK, Canada, Russia, and Kazakhstan being preferred destinations. New visa rules in the UK have caused some concern, leading students to consider Australia and New Zealand as alternative options.
North America
Agent role to be reviewed in Canada’s new international education strategy
Global Affairs Canada is concerned about the vulnerability posed by education agents in Canada's international education sector, as they engage in unethical practices that could harm the country's reputation. The upcoming strategy will also prioritize diversification of programs, destinations, and source countries to spread economic benefits more equitably and reduce reliance on specific markets like India and China.
South America
Argentina's agency sector optimistic on future growth
Argentina's outbound study travel sector is optimistic about future growth, with 85% of ARSAA (Argentine Study Abroad Association) members expecting travel in the upcoming quarter. Challenges such as affordable flights, payments, and school communication highlight the need for improved solutions to support Argentine students studying abroad.
Europe
UK to block dependants from accompanying international students as of January 2024
The UK government plans to restrict dependents from accompanying international students, except for those pursuing postgraduate programs with a research focus, starting January 2024. This policy aimed at controlling net migration has sparked worries among prospective students planning to study in the UK.Africa
South Africa's ELT schools hopeful after further recovery in 2022
Education South Africa (EduSA) schools saw a 44.2% increase in international students in 2022, but numbers remained below pre-pandemic levels. Saudi Arabia and Brazil were top source markets, while African markets showed promising growth. The association plans to focus on branding, marketing, and digital development in 2023 to further enhance their international profile.
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Have your say on immigration policy settings and international students under Year 9
Immigration policy settings
The Productivity Commission is inquiring into immigration policy settings, and submissions close on 24 December 2021.
The New Zealand Government has asked the Commission to undertake an inquiry into what immigration policy settings would best facilitate New Zealand’s long-term economic growth and promote the wellbeing of New Zealanders.
To have your say, go to productivity.govt.nz/inquiries/immigration-settings
Future of international students under year 9
The Ministry of Education has opened consultation on the future of the enrolment of international fee-paying students under Year 9, and submissions close on 11 March 2022.
The proposed policy change affects international students at the primary and intermediate levels and would require the amendment of the Education and Training Act 2020. To have your say, go to consultation.education.govt.nz/international-education/intlenrolunderyear9
Keep up with public consultations affecting the international education sector.
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International Student Experience Survey 2023 now open
The International Student Experience Survey (ISES) surveys international students and alumni in Aotearoa New Zealand across all international education sub-sectors and at all stages of the student journey – from those who have just arrived in the country to those who have recently graduated.
The ISES aims to better understand the overall international student experience to identify what is being done well, and where improvements can be made.
It features insights and findings on nine, key aspects of the student experience journey –
- Decision making factors
- Study arrangements
- Arrival and orientation experience
- Education experience
- Living experience
- People and connections
- Value for money
- Work experience opportunities, and
- Future plans
The survey targets international students via multiple channels, with the student sample including those on current student visas, post-study work visas, and those post study, but not currently on a work visa. To maximise uptake, ENZ has also engaged with sector peak bodies and education providers to distribute the survey to their students.
Findings from previous surveys have informed ENZ’s Student Experience work, including the development of bespoke content on NauMai NZ that better serves international student needs, shaped student experience-focused outreach across government and informed partnership with community organisations.
ENZ’s Student Experience Manager, Ross Crosson said that the ISES provides a rich data source to understand the student experience.
“Research-informed findings must inform all our mahi. This survey helps us better understand our students’ experience living and studying in New Zealand, which can be used to inform decisions to improve that experience,” Ross said.
“We look forward to sharing survey findings with the sector, and discussing those findings with them, later this year."
