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Funding recipients announced
Projects include the development of science, maths and literacy resources; marketing in Germany, the United States and the Middle East; and a visit to New Zealand by bloggers from Colombia and Japan.
“Education publishers and ed-tech providers feature in the list of IEGF recipients which is a positive sign for businesses engaged in offshore delivery,” said Business Development Manager, Adele Bryant.
“There is a lot of potential for growth in this sector and we are excited to support New Zealand businesses to take their innovation to the world.”
The IEGF is designed to help New Zealand’s education providers achieve significant growth by making the most of international education opportunities.
Grants from the IEGF contestable fund aim to boost innovation in international education, including the development of new markets and new products to meet the needs of international students. Education providers and businesses can apply for matched funding up to $50,000.
Read Tertiary Education, Skills and Employment Minister Steven Joyce’s media release: http://beehive.govt.nz/release/funding-round-targets-ed-tech-expansion
Applications for the next round of International Education Growth Fund will open in March 2015.
Around the world in five
Australia

Students express anger over visa fee hike

Students are expressing anger, sadness and disgust in response to the Australian Government’s announcement on Monday that say student visa application charges increase by 125 per cent to $A1600. Many are saying the rise in fees is unfair and excessive.

Canada

International students contributed $31 billion to Canadian economy in 2022

An updated analysis from Global Affairs Canada (GAC) estimates that the combined direct and indirect GDP contribution of all students expenditures in the country amounted to CDN$30.9 billion (US$23 billion) in 2022. That amounts to nearly a quarter of Canada’s service exports for the year, placing education among Canada’s top export sectors.

United Kingdom

Researchers fool university markers with AI-generated exam papers

Researchers at the University of Reading fooled their own professors by secretly submitting AI-generated exam answers that went undetected and got better grades than real students. The university’s markers – who were not told about the project – flagged only one of the 33 entries, with the remaining AI answers receiving higher than average grades than the students.

China

Exam scandals spark fears for overseas student recruitment

China has become embroiled in a fresh cheating scandal involving the international exams used for admissions to universities overseas after a large number of test-takers reported having their scores in the United States Advanced Placement (AP) exam cancelled because of alleged misconduct.

Bangladesh

Bangladesh “rising market” that could be key to diversifying – report

An improving economy in Bangladesh with more families choosing to invest in education has seen the country rapidly emerging as a “significant market in the global education sector”, a Sinorbis and ETS report said.
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
Update from Immigration New Zealand
Immigration New Zealand is introducing a new Short Term Graduate Work Visa and extending Post Study Work Visa eligibility to better align graduate pathways with New Zealand’s skills needs.

These changes will support growth in international education, while ensuring graduates are well placed to move into work that meets New Zealand’s skills needs. 

The changes include a new Short Term Graduate Work Visa and an extension of Post Study Work Visa eligibility to Graduate Diplomas at NZQCF level 7. The graduate must also hold a bachelor’s degree (completed in New Zealand or overseas).

These changes aim to attract and retain international graduates with valuable skills, while maintaining education quality and protecting New Zealand’s international reputation as a great place to live and work.

New Short Term Graduate Work Visa

Eligible international graduates who completed study in New Zealand will be able to apply for the new Short Term Graduate Work Visa from late 2026.

This visa provides up to six months of open work rights, allowing time to look for work and, where appropriate, transition to an Accredited Employer Work Visa.

Post Study Work Visa eligibility extending

From late 2026, eligibility for a Post Study Work Visa will be extended to graduates who:
- have completed a Graduate Diploma at NZQCF level 7
- studied fulltime in New Zealand for the full duration of the qualification
- have been enrolled in that qualification for the full duration (cross crediting or recognition of prior learning is not eligible)
- hold a bachelor's degree, completed in New Zealand or overseas (with no time limit on when it was awarded).
For more information and eligibility criteria for these visas, visit this link.
From the CE: Our focus for the next 12 months
Kia ora tātou,
"To help providers of international education to build back onshore offerings" is Focus Area One of the New Zealand International Education Strategy. There are nine key short-term actions in Focus Area One. Education New Zealand Manapou ki te Ao is the lead Government agency in four actions and has an important role to play in eight of the nine. It can be no surprise then that for the next 12 months, and our next financial year starting in June, that the majority of ENZ's energy, time and resources will be focused on attracting learners to study with New Zealand.
This is no small challenge. Our borders have been open now for just eight months. And while students are returning, the latest visa application numbers I've seen report in the order of 43,000 applications (offshore and onshore), the recovery is variable at best. Even within the university sector, that on the face of it looks to have recovered better than others, the experience is mixed. Within the PTEs and English Language schools we have a long way to go to reach the levels of 2019 and early 2020. In such a highly competitive market, it is going to take some time to regain awareness with learners and overcome the head start other countries gained.
All our budgets are tight. At the very time we need to be investing and getting offshore to renew partnerships and networks, we are all resource-constrained and having to watch every cent. ENZ is no exception.
This means that for the next 12 months, more than ever, we need to focus. We need to focus our limited resources to where they have the greatest impact, and we need to be aligned as one with the sector.
India is an excellent example of a partner market that is worthy of focus. I have just returned from leading an ENZ delegation to India. India is forecasting economic growth of 6-7% every year for the next three to five years. They know, and their national education strategy makes it clear, they need educated, skilled and talented people to realise this opportunity. I repeatedly heard, "They want their people back".
That five Deputy Vice Chancellors joined the 23 sector representatives tells you how important India is. As one of the five said to me, "India today is what China was 15 years ago".
To be successful we need to agree that India is important. It is. We need to go there together. We will. We also need to work with our colleagues in other Government agencies to ensure they are aligned. This is what success looks like for me. And this is the level of focus on building back, and the level of partnership with the sector, that I expect from my ENZ teams over the next 12 months.
I will also work with them to secure the many gains we have made in government-to-government relationships, scholarships, diversity, equity, and inclusion, social licence, and in building a sustainable future. All the good work of the past two years remains important for the long-term future, set out in Focus Area Two: Building a new future for international education.
We are all very passionate about international education and its ability to transform lives. In 2023/24 when the sector is stronger than today, all of us will be better placed to address the short term and the medium to long term. Today our focus must be the immediate needs.
He moana pukepuke e ekengia e te waka
A choppy sea can be navigated
This proverb acknowledges the changing and challenging environment that we currently find ourselves in and how it can be navigated by collaboration and innovation.
Ngā mihi nui,
Grant McPherson
PIF Recipient: Chasing Time English

Across the world, there is a vast market for English language learning. To put a number on it – around one billion learners. In many countries, though, English is taught through repetitive, mostly grammar-based content. The result is two-fold: students become disengaged and disinterested, and they advance in writing and reading skills at the expense of speaking skills.

Chasing Time English is a New Zealand company on a mission to make English language learning engaging, exciting, and effective for educators and students around the world. How? Through video. The team at Chasing Time English believe that English language classes should excite and inspire students to learn more, and decided video was the best medium to achieve this.

Chasing Time English uses engaging video story content to educate learners.

Through original, live-action-drama videos, Chasing Time English brings intrigue, humour, surprise and suspense into learning. Redrawing the line between education and entertainment, the short videos produced by Chasing Time English are designed to stand alone as quality entertainment, with strong learning outcomes embedded throughout.

To achieve this feat, the company brings together a team of English language educators, applied linguists and filmmaking professionals, who collaborate to create compelling, narrative-based drama content backed up by a cutting-edge pedagogy.

While other education publishers also produce English language learning video content, this is often lower quality video with limited learner appeal and retention. By creating professional quality drama content, Chasing Time English has become a market leader in English language video learning. Captivate learners, and the learning will follow.

Chasing Time English is one of the successful recipients of funding from the International Education Product Innovation Fund, a New Zealand Government-funded initiative to support pilot projects that reimagine and rethink what a New Zealand education experience can look like and mean for global learners. Education New Zealand Manapou ki te Ao (ENZ) is the government agency responsible for international education and is managing the Product Innovation Fund.

ENZ will work in a partnership approach with each successful recipient, sharing skills, expertise and resources to help each pilot succeed and develop into a self-sustaining education offering. The lessons learned through the pilot projects will be shared for the benefit of New Zealand’s entire international education sector, with a view to encouraging innovative, new offerings for international learners to experience a New Zealand education.

The Product Innovation Fund award will enable Chasing Time English to design, develop and deliver a new set of programmes for high beginner to elementary English language learners and educators. Target audiences include New Zealand education institutions with offshore partners, high schools in Japan and the Netherlands, and English language teachers at the post-beginner level.

Across two programmes of 10 weeks each, learners will be able to access up to 100 hours of engaging resources, including Chasing Time English’s distinctive video content, along with other audio and video resources and communication-based activities. The new set of programmes will incorporate a strong New Zealand theme, sharing New Zealand storytelling and themes of environmental sustainability and innovation. The original video content will also showcase New Zealand’s spectacular natural scenery, helping inspire learners and build a connection with New Zealand, wherever they are in the world.

With the support of ENZ through the Product Innovation Fund, Chasing Time English is set to continue growing its impressive offering for English language learners around the world. Already setting the bar for the quality of its learning resources and pedagogy, this Kiwi education provider is showing that online learning can be fun and effective, while also showcasing New Zealand’s landscapes, people and values to learners wherever they are.

More information:

Learn more about Chasing Time English
International students welcomed across New Zealand

In February, hundreds of international students gathered at a University of Auckland orientation event. ENZ’s Student Experience Manager, Ross Crosson, says, “The wait, for many, has been long but there was a very positive vibe in the air.”

In Hamilton, the Wintec | Te Pūkenga International student services team held an interactive event to welcome students on campus. They used a range of activities to create connections amongst the students and to familiarise them with student support services available.

Over in Wellington, Victoria University of Wellington Vice Chancellor Nic Smith took the opportunity to connect with students face-to-face as they were settling into halls of residence.

More than 150 international students from 11 local secondary schools were welcomed into Dunedin at Puketeraki Marae on 8 March. In the event organised by Enterprise Dunedin and Kāti Huirapa Rūnaka ki Puketeraki, the guests spent the morning at the pōwhiri, which was accompanied by pupils from Waitati School kapa haka group, and then enjoyed a kōrero and some kai.
New Zealand well represented at the 2024 World Digital Education Conference
The 2024 World Digital Education Conference, attended by representatives from over 70 countries and regions as well as international organisations, aims to work with governments, the education sector, and stakeholders to jointly implement the outcomes of the United Nations Transforming Education Summit, promote education recovery post-pandemic, equitable quality education through digital education transformation, and advance the realisation of the Sustainable Development Goals (SDGs).

Chinese Education Minister Huai Jinpeng provided the keynote speech at the opening ceremony. He noted the impact of technology on education and the need to prioritise education reform to keep pace with changes and harness the benefits of digital education. Minister Huai concluded by saying they look forward to the new impetus into promoting international cooperation in digital education through this conference.

New Zealand was represented by Minister of Education, Hon Erica Stanford (through a pre-recorded session); H.E. Grahame Morton, New Zealand Ambassador to People’s Republic of China; Ardi Barnard, New Zealand Consul-General to Shanghai; Dr Grant Klinkum, Chief Executive New Zealand Qualifications Authority and Education New Zealand’s China-based representatives. The strong presence at the conference contributes to New Zealand’s reputation as an education partner with an innovative approach to digital learning. New Zealand Education Minister Hon Erica Stanford gave a video address and shared New Zealand’s efforts to harness digitalisation to improve our education system and support lifelong learning.

“As an education minister with a relentless focus on the progress and achievement of all students, I see that digital tools and the well-designed use of data have enormous potential to help us drive progress and achievement,” said Minister Stanford.

Hon Erica Stanford, New Zealand’s Minister of Education delivered a pre-recorded session, sharing New Zealand’s efforts to harness digitalisation and data in education.

In his address at the Opening Ceremony, Ambassador Morton highlighted the important role of education in the New Zealand-China relationship and gave insights into New Zealand’s innovative EdTech sector.

“Digital education is at the centre of New Zealand’s EdTech sector and its developments. Three-quarters of New Zealand EdTech companies are actively looking to take their offerings to the world,” said Ambassador Morton.

Ambassador Morton addresses the audience during the Opening Ceremony of the conference.

During the Parallel Session on Governance and Digital Transformation, Dr Klinkum shared New Zealand’s experience in quality assurance, qualification recognition and assessment delivery in the digital era.

“We would like to continue working with our international colleagues to ensure that we provide credible education for learners and that life-long learning and global mobility is supported by digital education and reflects the needs of increasingly digital societies,” said Dr Klinkum.

During the conference, organisers held the inaugural launch ceremony of the World Digital Education Alliance (WDEA). Universities New Zealand, on behalf of the University sector, joined the Alliance. The first batch of members is by invitation and as of 30 January 2024, 104 agencies from 41 countries joined the alliance ranging from schools to Technical and Vocational Education and Training (TVET) institutions, training centres, colleges and universities as well as research institutions and enterprises. The initiative aims to fulfil the UN SDG 4, build a mechanism for international cooperation and exchange in digital education, form synergy to promote global educational development, and create a new environment for smart education.
Call for speakers for NZIEC KI TUA 2023
NZIEC KI TUA 2023 will be held in Ōtautahi Christchurch from 16 to 18 August 2023 at Te Pae Convention Centre. A welcome function will occur on Wednesday evening followed by two days of conference sessions on Thursday and Friday.
2023 marks the 30th time our conference will be held, and this year’s theme is Te Ara Ki Tua – the pathway ahead. As we celebrate this milestone, our theme encourages us to consider how our sector can thrive in the future.
We’re calling for speakers to help us explore the following sub-themes:
1. Excellent Experiences – How can we foster excellent experiences for international students studying with Aotearoa New Zealand?
2. Marketing Smarts – What are the most effective ways to market to and recruit international students?
3. Growing Global – How can we grow our relationships with international partners?
4. Authentically Aotearoa – How can our international education offerings tap into what makes our country special?
5. Fresh Offerings – How can we develop fresh programmes, products, services and partnerships and take them to the world?
Please refer to the NZIEC KI TUA website here for detailed information on the theme and sub-themes, session formats, tips for your abstract and biography, and speaker terms and conditions.
You can submit your speaking proposal through the NZIEC KI TUA Speaker Portal.  Submissions close on 22 May 2023.
If you have any questions, please contact us at nziec@enz.govt.nz.
We hope you will consider joining us at NZIEC KI TUA to discuss the key opportunities and challenges facing our sector as we discuss Te Ara Ki Tua.
An in-person format and early bird registration
Subject to pandemic settings, this year’s conference will be an in-person format. Sector feedback revealed a strong desire to return in-person, in part to facilitate kanohi-ki-te-kanohi connections after so many years apart.
We are not intending to offer a hybrid option (in-person and virtual format) this year as this requires additional resources to deliver and a hybrid approach results in inferior experiences for both audiences. To support attendance, and in recognition of the impact of Covid-19, a discounted early bird registration rate will be available this year.
Improving orientation programmes
At NZIEC 2018, a number of breakout sessions talked about the need to reconsider current approaches to orientation and student support in order to improve the student experience and increase their intercultural competence.
Izzie Guo

In the Inspiring global citizens panel discussion: How can we make a difference? Izzie Guo, ChristchurchNZ’s Student Experience Coordinator talked about their Student Ambassador programme, and how positive student experiences are often shaped by the social and extracurricular space, not the academic.
“Student Ambassadors are involved in events and activities around the city, some volunteer, some organise and MC big events like our Student Welcome. It’s a way to improve their interpersonal skills and make new friends. It helps them settle in and build connections,” said Izzie.
Student Ambassadors are also the first connection that new international students make – they run the airport welcome and support orientations at institutions, welcoming and greeting new students in their own language, asking them about their home and breaking the ice.
Education Tauranga has taken a similar approach. In Redefining orientation programmes, Anne Young talked about how Education Tauranga has redefined its orientation programme by holding events throughout the year to mitigate ‘culture shock’ and help students achieve a smooth transition to life and study in Tauranga.
Education Tauranga's international student orientation in February 2018

“For most people, orientation means the first two weeks a student arrives, but that’s really an induction to their education provider and region. Orientation should go well beyond that, because the transition to a new setting takes more than two weeks.
“The key is continual engagement. Throughout the year, you need to build relationships with international students and their families and show you have a continued offer.”
AFS research supports this approach. In her presentation, Global competence development in international education: Tools to make it happen, Marcela Lapertosa, AFS Director of Education and Intercultural Learning, said skilled facilitation and regular reflection is the answer.
Marcela Lapertosa

“It is not enough to make one phone call to a student each month asking yes or no questions, “do you like your homestay,” “do you like your school” – there needs to be an attempt to unpack differences, challenges and perceptions.”
AFS has undertaken research in this area to develop the AFS Student Learning Journey Curriculum, which includes a variety of one-on-one and group activities to help students reflect and understand their new surroundings and how best to navigate it.
“For example, you could ask the student and their host family to draw a picture of the floorplan of their home and use questions to learn more about each other: Where does your family spend the most time? What does a closed door mean? Does it mean someone is mad at you, or that they want privacy?” This kind of exercise shows how different cultural values are reflected in a building and can help students and their host family understand one another,” said Marcela.
“It can also make it easier for students to open up who are not natural reflectors, especially when done in a group with their homestay family or school peers.”