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• Symposium on offshore delivery, Wellington, Thursday 9 June

  Do you deliver education products and services offshore? Are you considering venturing in to this aspect of international education and want to know more? Then come along to a one-day symposium in Wellington on Thursday 9 June to explore the opportunities, challenges and value offshore delivery presents.

  Jointly hosted by Education New Zealand and Victoria University of Wellington, the symposium will be an opportunity to learn from local and international presenters about their experiences, and engage and share with colleagues in this specialised field. The programme will cover critical success factors, sustainable and collaborative models, quality assurance, explore markets and partners, and consider an online future.

  Offshore delivery is a broad church, and includes the delivery of education through offshore campuses or partners, or via online courses.

  Global opportunities for offshore education delivery abound, and a good number of New Zealand institutions and businesses are committed to developing their offshore ventures, especially in markets and niches where New Zealand is well-regarded. 

  In spite of this, it is estimated that only 3 percent of international students enrolled at New Zealand institutions are offshore, compared to 30 percent for Australia and over 50 percent for the UK.

  If you are interested in coming along to the symposium please contact Business Development Manager Adele Bryant for a programme and registration details at: adele.bryant@enz.govt.nz or phone (04) 830 0810. 

• Market insights from Saudi Arabia

  The most notable changes have included restrictions to the Saudi scholarships programme, and a renewed focus on increasing the provision of private education to meet future growth in demand. As a result, opportunities ahead will be found in in-country education provision, while changes to the scholarship programme provide an opportunity to position New Zealand well for favoured specialist disciplines.

  Saudi Arabia is a ‘promote’ market for Education New Zealand. In 2014, 3,246 Saudi students enrolled with New Zealand providers. Saudi students often progress through English language, foundation courses, bachelor degrees and postgraduate qualifications here. Many New Zealand organisations also offer education services in-market.

  Scholarships changes

  Saudi Arabia has implemented the largest study-abroad scholarship programme in the world, with up to 180,000 Saudi students being sponsored at any one time.

  Students have traditionally entered the scholarship programme either by undertaking three to four months privately funded English language study and then receiving a scholarship from the in-country Cultural Mission (the private-entry pathway), or by receiving a full scholarship in Saudi Arabia (the Saudi-entry pathway).

  • Private entry pathway changes: In February the Saudi Government announced restrictions on the private entry pathway, which had accounted for the majority of scholarship students globally. This restriction requires students to attend a top-100 university (Shanghai JiaoTong rankings) before being admitted. This route had been paused since 2015 – a factor reflected in New Zealand’s first time student visa statistics, which show a reduction in first-time student numbers from March 2015 onwards (brown versus blue line below).

  

  • Saudi pathway changes: The Ministry has also reformed the Saudi pathway in 2015 by establishing 'your job your scholarship' which links the scholarships to future employment. The timeframes for this scholarship allocation process has been extended to provide for the central management of scholarships by the Ministry of Education (which merged with the Ministry of Higher Education in 2015).

  In sum these changes will increase the entry criteria for the scholarships and therefore the overall calibre of Saudi scholarship students, and position New Zealand well for specialist disciplines that are in-demand in the Saudi labour market.

  Increasing international and private education within the Kingdom

  The recently appointed Minister of Education, Mohammed Al-Isa, has signalled that the Ministry is to review a long-standing ban on foreign universities. The Minister has also signalled in Arabic media that ‘private education will drive growth in the education sector’.

  These signals may see growth in the number of private international operators established in the Kingdom. There will also be increasing opportunities for New Zealand providers to meet in-market demand for high quality education provision. Reflecting the importance that the Saudi authorities are placing on international investment, the theme of the April 2016 Ta’leem Exhibition, sponsored by the Ministry of Education, is ‘Investment in Education’.

  Education New Zealand’s activities in Saudi Arabia in 2016 include a three-pronged approach to these changing market dynamics:

  • Targeting promotions towards private students, e.g. through the English-language promotional campaign which will focus on students studying abroad over the extended Saudi summer

  • Working directly with the Ministry of Education in Saudi Arabia, Saudi Arabia Cultural Mission in New Zealand, and sponsor agencies to offer places through the ‘your job your scholarship’ programme, and

  • Supporting New Zealand education organisations to increase the delivery of education services in Kingdom, as the Government tilts its investment towards more ‘in-market’ education solutions and delivery.

  For further information, please get in touch with your key ENZ contact. 

• New Zealand and Korea: new opportunities

  When the Korea New Zealand Free Trade Agreement (KNZFTA) came into force on 20 December it included three education and training-related programmes of interest to New Zealand’s international education industry.

  The agreement included three education and training related programmes:

  1. The Korea New Zealand Agricultural Cooperation Scholarships (KNZACS) – six postgraduate scholarships, two each in the areas of agriculture, forestry and fisheries.

  2. A schools visit programme – 150 short-term high school scholarships each year for three years.

  3. Primary Sector Training Visas (PSTV) - 50 visas allocated each year.

  The first two opportunities are scholarship programmes jointly funded by the New Zealand and Korean governments and a Memorandum of Agreement has been signed between ENZ and the Korean Agency of Education, Promotion and Information Service in Food, Agriculture, Forestry and Fisheries (EPIS) to implement the arrangements. 

  Agricultural cooperation scholarships

  This postgraduate scholarships programme will provide for six scholarships to be awarded to Korean students to study in New Zealand. Four PhD scholarships will be awarded in 2016 in the fields of forestry and agriculture. Two further scholarships in fisheries will be awarded in 2017 and are open to both PhD and Master’s programmes.

  An independent expert panel has been established to select applicants for the first round of the scholarship, with advertising of the scheme to commence in Korea in April. Applications will close on 8 July.

  For further information on the scholarships, please contact Christine Roberts at ENZ.

  Schools visits programme

  The schools visits programme will see 150 high school students from rural regions of South Korea selected to come to a rural or semi-rural areas of New Zealand for an eight week period from July this year.

  Canterbury, Waikato and Nelson-Marlborough have been chosen to participate in this programme.  Ten schools in each region will host five students each.

  The Schools International Education Business Association (SIEBA) will operationalise the programme on behalf of ENZ. If you are a school in the above regions, a Code signatory, a member of SIEBA, and wish to be involved in this initiative we encourage you to contact SIEBA.

  Primary sector training visa (PSTV) 

  The New Zealand government has established an annual quota of 50 primary sector training visas which allow the Korean government to place students with New Zealand training providers in the areas of agriculture and fisheries.  

  The training programme will involve three months’ English language and vocational training in relevant courses, followed by up to nine months’ paid internship placement in a New Zealand work place. 

  ENZ is not involved in the implementation of this programme, however we are able to introduce interested and experienced providers to EPIS for programme development and implementation. 

  The Korean Agency of Education, Promotion and Information Service in Food, Agriculture, Forestry and Fisheries (EPIS) is currently seeking interested providers for the fisheries programme. Eight students are allocated for this stream. If your institution is able to offer a three month English and fisheries training programme, and have established relationship with fisheries workplaces for a minimum of six months’ paid internship placement, please get in touch with Cecily Lin who can connect you with EPIS.

  Preliminary information is provided below: 

  1. What are the academic backgrounds of these students?

  The students will be either current students in fisheries high schools or universities, or recent graduates from these institutions within the last two years.  The students’ majors will be directly relevant to fishery studies.

  All students will be aged 18 or over. 

  2. What are their levels of English proficiency?

  The applicants will be required to demonstrate an appropriate level of English to communicate with their local employer and teacher. EPIS will grant scholarships to students via international certified English tests e.g. TOEIC, TOEIC SPEAKING, OPIC. 

  3. What is the intended outcome of the three months’ training programme? 

  To achieve an appropriate level of job performance skills in their work and improved English language skills. 

  4. What is the intended length and level of internship?

  At least six months immediately after the training.

  5. What is the expected level of payment to the students during the internship? 

  The payment must be at the New Zealand minimum wage or above.

  6. What are the requirements for participating education providers?

  Providers must be Category One. 

  

   Above: The EPIS and ENZ teams.

• Budget update 2013

  Education New Zealand Chief Executive Grant McPherson says the majority of the additional funding will be invested in growing awareness and preference for New Zealand as an international education destination in key markets, promoting New Zealand’s education services and products abroad, and supporting industry-led opportunities for growth.

  Broadly, Education New Zealand will invest the funding in:

  • Broadening and intensifying our marketing activities in tier one and two target markets

  • Offering increased support to New Zealand international education providers and businesses to achieve greater growth.

  • Deepening our engagement with overseas education institutions and governments

  • Increasing the number of New Zealanders studying overseas by establishing new scholarships and encouraging the take up of existing scholarships.

  “In addition to our own efforts, we will also continue to work with other government agencies to capitalise on all-of-government initiatives to market New Zealand internationally – ensuring a New Zealand education is promoted alongside tourism and other trade initiatives.”

  Education New Zealand will continue to update industry throughout the year about where and how these additional resources are being invested, beginning with the release of our Statement of Intent in May. Following this, we will host a series of industry forums around the country to present our new Business Plan, which sets out Education New Zealand’s priorities for the next three years. These will be scheduled for late June/July and registration information will be sent soon.

  Read the Minister’s press release

• School support on the way

  Mary Camp, ENZ’s Business Development Manager dedicated to the schools sector, says schools can expect to see these activities rolling out over the coming months.

  Mary is also chair of the Schools Sector Reference Group. She says that “with 596 schools hosting international students, and no peak body, consultation is a challenge.

  “So we have set up a Schools Sector Reference Group, to create a channel for consultation with the sector.”

  The group provides advice and guidance to ENZ on initiatives planned for the schools sector. The group includes representatives from eight regions. It will meet 3-4 times each year.

  ENZ’s schools sector initiatives include:

  • An exemplar school website showing best practice to attract international students

  • Marketing material focussing on New Zealand’s competitive edge, with room for regions and schools to insert their own details

  • A website review service to help schools maximise the results from their websites (conditions will apply)

  • Case studies of schools showing good practice in export education.

  Further initiatives off the block will include:

  • A professional development programme for International Directors and/or Principals

  • A marketing self-review tool

  • Research into primary and intermediates schools’ decline in numbers.

• College of Creative Arts “foots it” with the world’s best

  The US National Association of Schools of Art and Design has granted the College “substantial equivalency”, the most comprehensive international benchmark of quality in art and design education in the world. The College now officially sits alongside such world-leading schools as Rhode Island School of Design, Cranbrook Academy of Art and CalArts.

  “The College of Creative Arts is another great example of a New Zealand education institution footing it with the world’s best,” says Kathryn McCarrison, Education New Zealand’s General Manager Marketing and Channel Development.

  “Based on what we know about how international students make their choices over where to study, the college’s substantial equivalency award is a potential game changer for them.

  “The key drivers of choice all relate to quality and reputation – does my institution choice advance my career prospects? How does it stack up quality wise? What’s its reputation and how does it rank internationally?

  “For this reason institutions need to make the most of any international recognition.”

  Kathryn says this type of recognition is also invaluable when it comes to Education New Zealand’s job of promoting New Zealand as a study destination.

  The College’s School of Design is already ranked top in Australasia by Red Dot, the global design award organization.

• Understanding Indonesia’s education market

  Every year, more and more Indonesian students look to further their studies overseas. There is an awareness of the need for a better quality of education and the current circumstance in Indonesia is that facilities and quality education are somewhat still below expectations, especially when compared to abroad. International schools based in Indonesia also take a part of the increasing number of Indonesian students looking for an international education. After finishing at these high schools with an “overseas” qualification, these students usually opt to pursue their tertiary study abroad.

  With the number of Indonesian students choosing to go abroad increasing each year, why has New Zealand not truly benefited? It is simply because of the lack of information about New Zealand and the perception that New Zealand is a very quiet country with more sheep than people. We in Indonesia seldom see advertisements about New Zealand or the institutions while other countries have put lots of effort in branding their country and their institutions consistently. People are all the same. We tend to remember products that have a strong branding.  So, if you want people to always remember your product, you need to keep reminding people by persistently branding your product to the market.

  At first, I had the same perception of New Zealand being quiet too. Joining the May 2013 trip was my very first time to see New Zealand. I was so excited.

  I got a chance to visit representative institutions in Auckland, Hamilton, Wellington, Christchurch and Dunedin. In the South Island, my first destination was Christchurch where I found lots of major work to rebuild and renovate its buildings.

  The first day touching down in Auckland, and seeing the city itself, changed my perception. Auckland is not as crowded as in my country, Indonesia, of course. But it is not as quiet as what I thought! The city has everything that a student needs - shops, cafes, restaurants, flats, shopping centres and even the education institutions are all within walking distance.

  New Zealand is such a perfect place to study. You have everything in town, people are so nice and friendly, and it’s very safe. I don’t need to worry about pick-pockets or drunken people when walking with my female friends back to hotel at night.

  After seeing these cities, and visiting various institutions, I also found that New Zealand has a great education system. Students are taught in a very practical way, both, in high schools and tertiary institutions. And this is what New Zealand needs to show. You need to educate the Indonesian market about this and change the perception of New Zealand.

  Indonesian families are unique. They have a strong family relationship. Their children’s study destination is also influenced by their relatives and friends. Parents feel more comfortable about letting their children study in a country where they have relatives or friends staying. Most of the time, the experience and opinions from their relatives play a great part in their decision. Apart from that, Indonesian parents will usually send their children overseas after they graduate from high school. They believe at this stage their children are mature enough and can take a good care of themselves overseas. Therefore, tertiary education is more attractive to the Indonesian market.

  Recently, the postgraduate market for Indonesian students has also been growing significantly. For postgraduate students, study duration, value for money and the opportunity for job placement are the key areas they are usually looking at. Little do they know that New Zealand offers a postgraduate job search visa and the opportunity to work and stay in New Zealand after they graduate.

  So, by understanding Indonesian market better, I believe institutions can plan a better strategy for their marketing activities. Together we can promote New Zealand as one of the top destinations for Indonesian students to consider as a study destination.

  Key points:

  • New Zealand has a low profile in Indonesia

  • To change this we need persistent and consistent marketing in Indonesia

  • The Indonesian market is primarily a tertiary education market, but there are opportunities for other sectors

  • The postgraduate market is growing significantly.

  SUN Education describes itself as the “most complete” International Educational Consultancy firm in Indonesia, providing the largest selection of quality education and country destination under one roof with its main focus being Australia, Singapore, UK, USA, Malaysia, New Zealand, Switzerland and Canada. Suwarni has more than eight years of student recruitment activity and currently works with 10 countries including New Zealand.

  Suwarni Puspita, Branch Manager, Mal Ciputra, with Indonesia’s SUN Education Group recently took part in a visit to New Zealand with other education agents from Indonesia. She offers some impressions of the opportunities and challenges for New Zealand institution, and in particular tertiary institutions, in Indonesia.

• Strategic famils identify opportunities

  “New Zealand is a great environment for study. Not too crowded, not too quiet, just right”. That’s the view of an Indonesian agent who recently attended one of ENZ’s familiarisation tours. 

  In May and June Education New Zealand (ENZ) hosted four inbound agent visits with a view to increasing the number of international students recruited to New Zealand by agents.

  Thirty-seven agents from five countries visited 33 campuses and schools around New Zealand.

  Kaye Le Gros, ENZ’s Channel Development Manager with responsibility for agents, says the familiarisation tours and strategic visits had three objectives.

  “We wanted to build agent relationships and awareness of agent barriers within government agencies and institutions; we wanted to collect base data on individual agents’ student numbers and their opinion on barriers to growth; and we wanted to showcase successful alumni, New Zealand employers recruiting international staff and possible employment outcomes for international students.”

  “The familiarisation and strategic tours were very successful in that respect, but they’ve also left us all with some food for thought. We collated the feedback that was collected during the visits so you can read about the issues raised by other agents, and the way ENZ is responding or intends to respond to certain issues in line with our strategic plans.”

  Download a copy of the summary report

• Hearing students’ voices

  This year five alumni will be joining 20 international students to share their experiences with each other, ENZ and NZ Inc. Participants will be selected from nominations submitted by institutions, and ENZ will send out the nomination criteria and submission form at the end of August.

  Student Voice will provide students and alumni with a platform from which they can share their ideas and air their concerns and an opportunity to take part in the development of an alumni strategy. It is hoped that participation in the event will inspire students to establish their own forums within their student communities.

  The objectives of the event from an ENZ perspective are: to gain a student perspective on the alumni strategy ideas; facilitate communication between the students and NZ Inc agencies; and facilitate connection between alumni and industry, and current international students.

  The outcomes from the Student Voice event will be shared with industry at the New Zealand International Education Conference (NZIEC) at the Student Voice 2013 panel session. Three students and one alumnus will be selected at Student Voice to participate in the conference panel. 

• Cultivating Intercultural Capability

  Intercultural capability was identified by the sector as a need to support growth in international education, and the University of Otago, with the support of Education New Zealand (ENZ) and Otago Polytechnic, invited experienced practitioner Taruni Falconer of Intercultural Dynamics Pty to develop and deliver a programme.

  The programme comprised two workshops – one for graduating international students looking to improve their understanding of New Zealand culture with a view to enhancing their social lives and job prospects in New Zealand; and the other was for teachers and staff involved in international education at the tertiary and school level in Dunedin.

  The workshops were well-received and considered to be of real value. Participants in the teachers’ workshop said they found the session “practical, down to earth and highly relevant” and appreciated how simply the ideas could be implemented. The workshop highlighted the importance of cultural self-awareness, with one participant commenting, “We focus so much on analysing and understanding the culture of our students, but often in isolation to the impact our own culture brings to the interaction.”

  Taruni explains her methodology – called Cultural Detective approach – in this way; “When it comes to cultural competence, there are some big gaps between knowing about, knowing how to, and actually developing and applying the skills to manage ourselves in real situations. One of the consistent comments I hear from clients is that, through the workshops and coaching, they develop ‘muscle memory’ to respond to real situations in their work and in life. So, it’s about translating knowledge into behaviour and acquiring the habits that make us good at it. We benefit and so do our organisations and the people we serve.”

  ENZ was pleased to co-fund this workshop as an initial pilot and is considering running further workshops of this nature as part of its professional development seminar programme.

  If you are interested in finding out more, please contact Adele Bryant at adele.bryant@enz.govt.nz or on 04 830 0810.