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Showing 10 of 1890 results for how to register international groups
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What happens after graduation?
“While the majority of international students are taking their New Zealand university education into the global workplace, it is positive that nearly half are staying here - at least for a period of time,” says Grant McPherson, Chief Executive of Education New Zealand.
“It suggests that there are opportunities in New Zealand for young skilled people, and is great news for employers who will have a more diverse pool of graduates to draw from in order to meet any skill shortages.”
Highlights:
- 48% of international graduates returned to live in their country of origin
- 43% of international graduates remained to work in New Zealand
- 9% international graduates currently live elsewhere overseas
Nearly 9,000 final-year university students participated in the baseline survey in 2011, and 70 per cent of these completed the first follow-up survey in 2014. Some nine per cent were international students.
The survey is part of the Graduate Longitudinal Study New Zealand (GLSNZ) which aims to determine how the lives and career goals of students are progressing. Over 80 per cent of the participants say they are currently employed.
The study was commissioned by Universities New Zealand with funding support from the Ministry of Education and Ministry of Women’s Affairs. It is being carried out by the Dunedin-based National Centre for Lifecourse Research.
The researchers will complete further follow-up surveys five and 10 years after graduation.
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International Student Barometer Results: school sector
The results of the International Student Barometer (ISB) survey for the school sector are now in, and New Zealand has maintained very high overall student satisfaction.
ENZ commissioned the ISB survey of students at schools to investigate the decision-making, expectations, perceptions and experiences of over 2,000 international students aged 16+.
Unlike the surveys of the other sectors, there is no global benchmark, because New Zealand is the only country which undertakes the ISB survey in the school sector. However, we can compare ourselves with our own performance in 2012, which was also very high.
Ninety-four percent of school students surveyed were satisfied with their experience. This is on par with the 2012 survey. Students showing the highest satisfaction level were from France, Hong Kong, Germany, and Brazil.
This is a great result for the NZ school sector – maintaining high satisfaction levels, while growing student numbers.
Eighty-eight percent are happy with their life in New Zealand. Three out of four students would recommend their school to other students thinking of studying there.
It’s worth noting that overall satisfaction levels vary noticeably by institution and by nationality. Most participating institutions have received their own results to analyse and help inform the development of services and support for their student cohorts.
Generally speaking, the areas with lowest student satisfaction are around making friends with locals, and some aspects of arrival support – elements of which are issues for international students globally, not just in New Zealand.
Education New Zealand will be using this data to identify follow-up actions and deliver professional development support to schools.
One particular point to note is that, of those students who plan to stay in New Zealand after school (26 percent), two thirds intend to go to university. And, 26 percent of all students don’t yet know what they will do post-school – an opportunity for local tertiary providers.
A point of comparison is Australia’s International Student Survey 2014, in which 82 percent of school students were satisfied with their overall experience.
More in-depth results of the New Zealand survey are available in the ISB School Sector Summary Report 2015 and the ISB School Sector Presentation.
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NZ admissions staff key to sustainable industry
There are relatively small numbers of people working in the area of international qualifications in New Zealand, so training and the sharing of knowledge is vital.
To support this need for professional development, AUT and ENZ jointly hosted UK NARIC to run training sessions on 17 and 18 September for New Zealand admissions staff. The workshop also provided a valuable opportunity for admissions staff from around the country to share their knowledge and expertise.
UK NARIC is the designated United Kingdom national agency responsible for providing information, advice and expert opinion on vocational, academic and professional skills and qualifications from over 180 countries worldwide.
The sessions were well attended and well received. Here’s some of the feedback, grouped under each of the four training session topics.
Evaluating International Qualifications.
This session provided some guidance in the all-important area of qualification evaluation.
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This session helped me to understand different models of education and evaluation process of international qualifications. Among the four traditional education models of: Anglo- Scottish, American, Humboldt and Napoleonic. The first two models are quite straight forward, unlike the last two!
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Exercises in identifying which model to apply where, gave us better understanding of the entry requirements, duration, progression route and qualification comparison the various qualifications.
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I now have a greater understanding on what to request and look for while checking and accepting documents.
Degrees of Deception.
This session looked at the worldwide problem of applicants presenting fraudulent documents to ensure a place in a learning institute.
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The overview, general and brief as it was, gave me a starting point as to the kinds of alterations to look for when presented with a document for assessing.
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A major part of an admissions staffer’s daily workload includes deciphering international documents and recognising the difference between acceptable and fraudulent qualifications. The NARIC training course has made me think twice and question things I may have otherwise not thought about.
Education in China.
This session gave an overview of the structure of the education systems in China.
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As well as gaining a general understanding of the Chinese education system in different provinces, I found the session on numbers and dates in Chinese characters particularly helpful, as it helped me get a precise understanding of the course duration, start date and completion date in order to verify authenticity of the translation. Also, the exercise we did identifying Chinese characters to confirm the school and entry to higher education will help me to understand Chinese certificates more easily.
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The other interesting exercise was identifying the authenticity of the certificate by looking at its serial number. After this session I am clear about how to read the transcript and the completion certificate.
Education in North America.
This session gave an overview of the structure of the education systems in North America.
My top three takeaways from this session were:
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There is no national qualifications framework in Canada, thus there is a lot of variation in education between the provinces.
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There is also no national accrediting body in Canada to evaluate the quality of all degree programmes, although a number of regulatory authorities perform this function for programmes in professional subjects at both the undergraduate and graduate levels.
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Many countries in the Caribbean have very few nationally accredited higher education institutions, so links with international universities to offer recognised qualifications are common
Ways in which the training will change or improve the way I work:
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More knowledge of the education systems in North America will make it easier and more efficient to assess applicants from this area, as less time will be spent looking up information.
A particular challenge in my job that is now made easier since having the training:
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The training provided specific information on the difference between vocational and academic Associate Degrees from the United States. This was useful as we only accept Academic Associate Degrees for University Entrance and it was previously not always easy to identify if the qualification was academic or vocational.
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New General Manager for ENZ
Paul will shape and develop ENZ’s international marketing strategies and New Zealand education’s global brand, and oversee our channels to international markets, helping to realise ENZ’s business plan and strategy.
An experienced General Manager, Paul joins ENZ from advertising agency FCB Wellington, where he has led the Wellington office for the past three years. He has more than 15 years’ experience in marketing strategy, digital marketing, international marketing and team management.
Some of Paul’s recent award-winning campaigns at FCB include Inland Revenue’s Overseas Based Borrowers student loans campaign and the Electricity Authority’s What’s My Number campaign. He worked with the Ministry of Education to launch the inaugural Prime Minister’s Education Excellence Awards, and with the Open Polytechnic on their ‘Learning for an Open World’ brand repositioning campaign. Prior to these New Zealand-based roles, Paul worked for the Economist in London and then Asia, setting up the marketing department in Singapore and growing revenue from their publishing products.
ENZ Chief Executive Grant McPherson says Paul will work closely with ENZ’s international team and the industry in New Zealand to continue growing awareness of, and preference for, a New Zealand education in our target markets.
“With the latest student visa dashboard showing first-time student visas are up 11% to date, Paul joins us at a time of continuing strong growth in international education.
“His long-standing marketing experience will build on this momentum, taking our Think New education brand from strength to strength.”
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Around the world in five
CHINA
International students from China need extra support, say experts
US student agency WholeRen says Chinese students need extra support to succeed at universities, due to ‘only-child’ syndrome – Chinese students are typically a single child and come from a different education system, language and culture.
INDIA
Demand for education technology in India is huge – the challenge is language
There has recently been a sharp rise in India in the use of technology in education. Nick Cain, Project Manager (Education) at Google.org, talks about technology’s potential in providing quality education.
JAPAN
Most international students opt to stay in Japan after graduation
A survey conducted by the Japan Student Services Organization found that nearly three-quarters of international students in Japan at universities and other educational institutions remained in Japan to pursue employment or a higher degree.
MALAYSIA
Malaysia’s education is outdated says new education minister Mahathir
Malaysia’s new Prime Minister says the country’s teaching is “outdated” and wants to introduce online teaching so that Malaysians will be more computer-savvy.
UK
Slow uptake in study abroad, but student profile increasingly diverse
In 2017, UUKi launched a campaign to double the number of outbound international students by 2020. While the number in the latest report was near identical to the previous cohort, the findings revealed a more diverse range of undergraduates are choosing to study abroad.
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New China Team Members
Felix Ye, formerly Director of International Students at Auckland Grammar School, has just begun work as our Education Manager based at the New Zealand Consulate-General in Guangzhou. “Felix is perfect for this role”, says Alex. “Having spent the past 11 years in a variety of international education positions in both public and private institutions, Felix comes to us with strong and proven credentials and networks.” Additionally, “Felix originally came to New Zealand as an international student, and has a valuable innate understanding of the kinds of drivers and factors that go into the decision to go overseas to study,” says Alex. “Felix understands ‘Why New Zealand?’ – and can clearly articulate this to prospective students”. “I am very excited, both personally and professionally, to have this opportunity to work for ENZ in China and to grow our links with the South”, says Felix. “Guangzhou is my hometown, and there is a lot of potential for New Zealand here. Guangdong is already the number 1 source province for Chinese students in New Zealand, and with an ENZ presence now here – we are well-placed to develop the education relationship even further”.
Felix is a fluent English, Mandarin, and Cantonese speaker, and will have responsibility for growing education business in Southern China, (Guangdong, Guangxi, Fujian, Hainan, Hunan), Hong Kong and Macau. To connect with Felix, drop him a line at felix.ye@enz.govt.nz.
Sam Mackay, another familiar face to many, will soon be joining the China Team, based with Alex, Li Zhi, and Rosemary An at the New Zealand Embassy in Beijing.
“Sam will be joining us as Senior Education Manager from the end of November, with responsibility for the government-to-government/policy side of the bilateral education relationship; as well as on growing education business”, says Alex.
Sam has a long history in international education, both at the government and institution level. Sam has previously worked on the China relationship at our Ministry of Education; and has studied Mandarin in Beijing, where he also worked at the New Zealand Centre at Peking University. “Sam comes to us with a robust international education and policy skillset and a solid understanding of both New Zealand and China”.
Sam will be kick-starting his China work at the ENZ Conference in November, where he will represent the China Team in giving overview of China opportunities. Sam can be reached at sam.mackay@enz.govt.nz.
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International students get behind Super Saturday vaccine drive
A group of students showed their concern and social responsibility by telling their stories to The New Zealand Herald ahead of the Super Saturday vaccination drive on 16 October 2021.
Education New Zealand Chief Executive Grant McPherson said it was great to see international students getting involved in the vaccination effort.
“New Zealand reaching its 90% vaccination target will aid in our recovery and bring us one step closer to welcoming more international students to Aotearoa,” he says.
“These are people who bring an array of benefits to community wellbeing, our global relationships, a productive workforce, a strong education system and enabling trade and diplomacy.”
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Taste of New Zealand in the heart of Seville
The European Association for International Education (EAIE) 2017 Conference and Exhibition in Seville attracted 6000 delegates from 95 countries, and is Europe’s largest annual event for the international education sector.
Seven New Zealand universities and four ITPs represented the sector this year.
ENZ’s Regional Director, Americas and Europe, Lisa Futschek, said EAIE was a valuable platform for New Zealand education providers to meet longstanding and new European and other partners.
“It was great to have many conference visitors comment that the New Zealand pavilion – yet again – was the most spectacular and creative stand.
“Our strong ongoing involvement in EAIE 2017 emphasised New Zealand’s importance as a global player in the international education sector.
“The interest in establishing academic collaborations with New Zealand, and our numerous engagements with international business partners demonstrate a huge growth potential for the Europe market.”
“As well as networking opportunities, the conference provided insights into key market developments in Europe and future trends in education.”
ENZ organised a special Kiwi networking function that offered about 100 guests a taste of New Zealand in the heart of Seville, Lisa said.
Among the evening’s highlights was a musical performance by Tamar, a New Zealand-born musician with Maori (Ngāi Tahu), Polynesian and European roots, who lives in Spain.
“She performed a personal, jazz-style interpretation of a collection of Māori songs composed by Māori artists from various iwi around New Zealand, which was beautiful.”
The 30th annual EAIE 2018 conference will take place 11–14 September 2018 in Geneva, Switzerland, with a theme of ‘facing outward’.
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Helping education agents understand the NCEA qualification and the pathways it opens to higher study
Education New Zealand and the New Zealand Qualifications Authority (NZQA) collaborated to organise a webinar for education agents in December on the National Certificates of Educational Achievement (NCEA), New Zealand’s school-leaver qualification.
The webinar was well received, with 241 attendees, and featured a robust question and answer session at the end.
The session helped education agents – and by extension the international students they support – in better understanding how NCEA works, the changes introduced to the qualification in recent years, and how learners can access higher education in New Zealand and internationally after achieving the NCEA qualification.
NZQA Deputy Chief Executive - Assessment, Jann Marshall, said the webinar was a valuable opportunity to build understanding of how the NCEA qualification works.
“It is important for everyone working with international secondary learners to have some understanding of how NCEA works, and the opportunities it creates for learners wanting to continue their study in New Zealand or internationally.
“It was great that we could engage with education agents on the topic and answer questions.”
NCEA is a well-recognised qualification in many countries. New Zealand is also a signatory to UNESCO qualifications recognition conventions (for example, Lisbon, Tokyo and Global Conventions), which support learners with NCEA to work or study internationally.
About NCEA
NCEA is offered at three levels – Level 1 is usually attempted by students in Year 11 of schooling, Level 2 at Year 12, and Level 3 at Year 13 (the final year of New Zealand secondary school). NCEA Level 2 is generally the minimum qualification needed for some jobs and tertiary education programmes, while Level 3, with the University Entrance award, is the minimum standard for entrance into a New Zealand university.
NCEA is standards-based, meaning each learner needs to show they have skills and knowledge at a specified level (a “standard”). Each standard a learner achieves gains them credits, and credits build toward an NCEA qualification.
Learners are also required to meet minimum requirements for literacy and numeracy. There are multiple opportunities in each school year for learners to attempt specific literacy and numeracy assessments, and there is also a list of other standards that can be used towards these requirements.
A recording of the webinar is available to view here on the Resources section of AgentLab
NCEA resources for education agents, students and parents
If you have any questions about NCEA, contact internationalunit@nzqa.govt.nz.
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Letter from the Acting CE: After Christchurch
As Grant McPherson said last week, the tragedy in Christchurch was an assault on the values that New Zealanders hold dear – values of international friendship, tolerance, care and a global outlook. These values are at the core of international education and they are more important now than ever.
While our country grieves, we have been heartened by the compassion we’ve seen across New Zealand – Campus Watch initiatives, vigils, social media engagement and practical help with transport and food, much of it led by students.
We are heartened that the outpouring of support and concern from New Zealanders over the last 12 days has been so visible internationally.
At ENZ, we are continuing our close contact with education providers, international teams and government partners, as well as monitoring and evaluating the latest intelligence and media coverage. We will continue to respond to industry and market needs for information, reassurance and practical support including messages to current and prospective students and families.
Over the next few weeks, we will be incorporating messages of care and support into all our activities and approaches.
ENZ is committed to promoting New Zealand internationally as an inclusive and welcoming study destination, where manaakitanga is shown to all students who join us here.
John Goulter, Acting Chief Executive of Education New Zealand
