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New Zealand experience grows global indigenous network
A special bond forged through a Study Abroad programme, involving Vermont’s Champlain College and Auckland University of Technology (AUT), was marked by the gifting of a unique pare whakairo (carved doorway mantel) to the US College in September.
Called Te Hononga (The Convergence), the pare whakairo was created by kaiwhakairo (Māori carver) Pahi O’Carroll over four weeks in residence on the Champlain campus.
The pare is unlike any other. It is carved from a wood native to the area – black walnut – and evokes values, beliefs and traditions common to both Māori and the indigenous people of Vermont, the Abenaki.
The relationship between Champlain and AUT dates back five years, when New Zealand Honorary Consul and trustee of Champlain College, Dr George Burrill, first established a study abroad exchange programme between the two institutions. To date, over 100 students have participated.
One of the highlights of American students’ time at AUT is the Noho Marae programme.
“Every year students tell us how the Noho Marae programme has profoundly impacted them,” ENZ General Manager – International, Lisa Futschek, says. “It turns them into lifelong advocates for New Zealand, its education system and Māori culture.”
Run by AUT Senior Lecturer in Māori and Indigenous Development, Jason King, the mini-course includes basic Te Reo Māori, Māori mythology, waiata (songs) and cultural customs. It includes with a noho marae (weekend-long marae experience).
King describes the course as “the base of a tree, from which branches and leaves grow”.
“The course puts indigenous goggles on students,” he says. “It opens them up to areas of discussion with their own indigenous people.
“My ultimate aim is to connect us not only globally, but indigenously.”
Thanks to their connection to Māori via AUT and the Noho Marae programme, Champlain College made a formal connection to their own indigenous people, the Abenaki tribe. A representative from the Abenaki was present at the unveiling of Te Hononga.
Many US students choose to keep in touch after they return home through the student-led Whānau Councils. These were first established in 2010 after students from Europe were so moved by their AUT marae experience that they set up their own group to maintain their connection to New Zealand and each other. There are now three Whānau Councils across Europe and the US actively supported by AUT.
For the European council’s 10-year anniversary, members of group are planning to return to New Zealand – this time with their partners and children.
“We tell them during the Noho Marae, after studying in New Zealand you are whānau for life,” King says.
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Around the world in five
(L-R): ENZ General Manager – International Lisa Futschek, China Education Press Agency Vice President Zhenhai Lei, ENZ Chief Executive Grant McPherson, China Education Press Agency Education Counsellor Zhixue Dong.
NEW ZEALAND
China Education Press Agency visit Education New Zealand
A delegation of journalists from the China Education Press Agency visited ENZ’s Wellington office recently to learn more about our role in New Zealand’s international education sector. The meeting also covered New Zealand’s high-quality education offering, student wellbeing, pastoral care, ENZ’s NauMai NZ information portal for international students, and the potential of the vocational education reforms in New Zealand to attract vocational students from China to New Zealand.
GLOBAL
Platform links students with creative schools
A new tech-enabled agency platform has been launched globally, allowing students to connect with creative arts and digital media institutions across destinations including Australia, Canada, the UK, the US and New Zealand.
CHINA
China unveils new push for excellence in undergraduate programmes
The Chinese government has outlined a plan to reform the quality of undergraduate teaching, courses and evaluation procedures at its universities in order to improve the employment prospects of students coming into the labour force.
AUSTRALIA
Short-term study abroad boosts prospects
More than four out of five Australian graduates participating in a survey believe short-term study abroad has had a “positive” or “extremely positive” impact on their career, according to a new report by the International Education Association of Australia.
GLOBAL
Where exactly are we with AI in higher education?
If 2019 could be defined by one term, it would be artificial intelligence. By 2030, AI is projected to contribute around US$15.7 trillion to the global economy, equal to the total output of China and India combined according to a recent PWC report.
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By the numbers – Enrolment data and Perceptions survey
Enrolment data 2018
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117,276 international students enrolled in 2018
Enrolments by sector
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Schools – 22,276
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Private Training Establishments (excluding ELS) – 25,466
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English Language Schools (ELS) – 21,221
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Institutes of Technology/ Polytechnics (ITPs) – 17,240
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Universities – 31,529
What countries do international students come from?
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China – 32%
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India – 14%
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Japan – 8%
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Korea – 5%
Other key enrolment findings
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University enrolments for international students are at a six-year high and the sector is now the largest receiver of international students (27% or 31,529). This is a 7% increase from 2017.
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International students studying in the school sector has also increased by 6%.
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The regional distribution of international students is also at a six-year high.
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There is a growing diversity in where international students are coming from, with the number of students coming from Latin America up by 7%.
Perceptions 2019 highlights
The Perceptions research shows us what New Zealanders think about international education and the perceived benefits it brings to the country and our communities. Here are some of the highlights from the report.
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Almost three in five Kiwis believe that international education positively contributes to New Zealand as a country, while over half believe it contributes at a community level.
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More Kiwis are seeing international education as positively contributing to New Zealand’s tourism, economy and economic growth, our international networks and trading connections and a multi-cultural New Zealand.
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The social, cultural and economic benefits that international education brings to New Zealand are widely recognised by the New Zealand public.
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65% of New Zealanders recognise the benefits international education brings to New Zealand’s economy and its economic growth. This has increased from 56% in 2017.
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In the regions, 53% believe international education benefits the regional economy in comparison to 49% in 2017.
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More people are seeing the opportunity for international students to learn about New Zealand’s culture and way of life – 76% in 2019 compared to 64% in 2017.
Read the full report on Intellilab.
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Around the world in five
GLOBAL
Instagram’s profound effect on travel destination choice
One of the biggest subject niches on Instagram is travel, and new research is showing that travel posts are dramatically affecting millennials’ decision-making about the experiences they choose to have.
UNITED KINGDOM
UK government launches fast-track visa route in research shake-up
The UK government has announced a new fast-track visa scheme for researchers, with no cap on the maximum that can apply, which will launch next month.
GLOBAL
From 9/11 to Christchurch earthquakes: how unis have supported students after a crisis
Tragedies and disasters can have an emotional and cognitive impact on learning. So, how can universities support students and staff during times of collective crisis?
NORTH AMERICA
US overtakes UK as “best in world” for education
The US is perceived as the top country in the world for education, having overtaken last year’s top spot holder the UK, according to a survey by U.S. News & World Report.
GLOBAL
Slower growth in new MOOC degrees but online learning is alive and well
Roughly 10 million more learners were enrolled in MOOCs in 2019 than in 2018, leading to an estimated global enrolment of 110 million and 10% year-over-growth in student numbers.
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Education New Zealand welcomes new Board member
Daniel was appointed to the Board on 13 December 2019 by Minister of Education Chris Hipkins.
ENZ Board Chair Steve Maharey says the Board is delighted to welcome him to Education New Zealand.
“Daniel comes to us from the school sector with a wide knowledge of education, experience in governance and a passion for international education. We are looking forward to his contribution at what is a challenging and exciting time,” Steve says.
Daniel began his career as a music teacher in Auckland. He has been the principal at Nayland College since 2015, where he has overseen a transformational shift in the school’s pedagogy and learning environment. His work was recognised at the 2019 Prime Minister’s Education Excellence Awards, when the school was selected as one of four national finalists in the ‘Excellence in Leading’ category. The awards panel credited the school for initiating a “values-based learning revolution”.
Under Daniel’s leadership at Nayland College, international student enrolment has increased by 40 percent. In 2020, the school will host 80 students from around the globe.
Alongside his role at Nayland College, Daniel is also the lead principal and governance chairperson for the Top of the South Trades Academy. In his spare time, he is an accomplished brass musician, playing trombone in a variety of musical groups around Nelson and serving as president of Nelson City Brass.
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New Zealand-India academic partnerships to be strengthened through proposed IITD New Zealand Centre
It is expected that the centre will host visiting researchers and academics, act as a forum for diplomatic and trade dialogue among different sectors, and support student mobility.
ENZ Regional Director – Asia, John Laxon says that the New Zealand Centre would be a one-of-a-kind research establishment.
“A research-focused New Zealand Centre at IIT Delhi builds on New Zealand’s status as the preferred education destination for students, with a 71 per cent increase in Indian students choosing to study in New Zealand universities in 2019. We are committed to strengthening the research and education ties between New Zealand and India, and are excited to be partnering with a prestigious institution in IIT Delhi.”
Dean of Alumni Affairs and International Programmes, Prof. Sanjeev Sanghi, says IIT Delhi was committed to quality education for students and pleased to be associated with New Zealand.
“The New Zealand Centre embodies our efforts to embrace internationalisation, open up opportunities for new research collaborations and increase global exposure for our students. We look forward to collaborating more with universities from New Zealand.”
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COVID-19 – travel restrictions extended for 8 days
15 February 2020
This afternoon, New Zealand’s Minister of Health announced that the temporary restrictions on travel from China have been extended for a further 8 days as a precautionary measure to protect against the spread of the COVID-19 coronavirus.
The restrictions prevent foreign nationals travelling from, or transiting through, mainland China from entering New Zealand. This position will be reviewed every 48 hours.
The Ministry of Education has updated the information on its website for primary and secondary schools and tertiary providers. It includes advice for tertiary students and providers interested in blended learning options. It also provides contact information for the Human Rights Commission for those who experience racial or other discrimination related to coronavirus.
Immigration New Zealand has announced an extension to the ‘first entry before’ date on student visas for those unable to arrive in New Zealand due to travel restrictions.
NZQA has advised all signatories to the Pastoral Care of International Students Code of Practice of today’s decision.
ENZ continues to provide information and guidance to students and stakeholders. We will keep you updated as more information becomes available.
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Keeping international students at the forefront of the RoVE conversation
ENZ has an important role in the implementation of the NZIST. We are tasked with ensuring the international education voice is heard and considered; supporting the vocational education sector during the transition; and helping shape the long-term plan for the NZIST international offering.
ENZ recently hosted a communications workshop with government agencies, the IST Establishment Unit and RoVE communications professionals to discuss the potential impact the vocational education reforms may have on international students and the international education sector.
The outcomes of the workshop included an international education focused communications approach that will consist of articles for overseas media, tailored updates for agents and students, and supporting brochures and factsheets. These will ensure international students and their support networks, which includes agents, family members and international office staff, receive relevant, timely information on the transition to the NZIST and feel confident that they know what it means for them and that New Zealand remains the best place for them to study.
ENZ’s Kaylee Butters is currently on secondment to the role of Director, IST Implementation. This role is focused on developing a comprehensive marketing programme to support the vocational education sector during the transition to NZIST, and helping shape the long-term brand positioning of the institute internationally.
“ENZ is excited by the opportunity to support the sector and the NZIST in these crucial stages of development,” Kaylee says. “We see this as an incredible chance to market New Zealand’s vocational education offering internationally under a strong, unified national brand.”
The short-term plan will leverage ENZ’s existing channels and platforms to communicate a clear and confident message to prospective international students, agents and partners. The goal is to continue to attract high-calibre learners to the ITP sector with key messaging and content that aligns with ENZ’s Think New brand.
Long-term, ENZ has an opportunity to work with the NZIST and other Government agencies to design a customised and competitive ‘package’ for international students.
To assist with the day one requirements of the NZIST, ENZ is also supporting the development of the institute's new website. ENZ has developed a student-facing digital ecosystem with award-winning digital marketing capability, business intelligence and Government-level security. ENZ is able to leverage crown investment by using www.studyinnewzealand.govt.nz as a foundation to build a new digital platform tailored to the ITP and ITO sector. We can also support the sector by sharing our learning to ensure the best possible user experience and customer journey for all international and domestic students.
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ENZ Board welcomes Shruthi Vijayakumar
In her role as a Future Director, Shruthi will bring her voice to discussions around the board table and be mentored by longtime Board member Lyn Provost. Her first meeting will be this April.
“Essentially, I’m part of the ENZ Board to learn how an amazing Board functions, and what good governance looks like,” Shruthi says. “I think all the Board members have such fascinating experience. They’re really good governance role models.”
ENZ Board Chair, Steve Maharey, says the Board decided to participate in the Future Directors programme in order to support young talent.
"We also wanted input and insight from a recent international student like Shruthi," he says. "She brings a wealth of knowledge and skill to the position, and has already proven to be a great asset to the Board and ENZ."
An alumnus of Oxford University’s business school and finalist for New Zealand’s Young Person of the Year, Shruthi has built an impressive resumé within the world of social innovation and leadership development. She co-founded the Emerge Institute, and currently runs her own coaching and facilitation business, teaches at AUT, and consults at Callaghan Innovation.
“Education has been a passion of mine for a long time,” she says. “It’s one of those things that has a long-term impact. It shapes young generations for the challenges that are coming our way. It goes beyond being just a commercial thing.”
Shruthi also believes that learning will remain in her future. She wants to continue developing and growing in her career as the rest of society does.
“The world is changing so quickly,” she says. “It doesn’t really make sense to me to decide now where I will spend my time in the future – there are so many paths. I’m so open to changing directions and continuing to reflect on how I can best contribute.
“All in all, I'm very grateful and excited to be joining the ENZ Board and looking forward to being a part of such important work and contributing as best as I can.”
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English New Zealand’s new Accredited Pathway Assessment opens up cross-sector collaboration
Bridge International College, Kaplan International Languages and Languages International are now able to offer the Accredited Pathway Assessment (APA).
Although there are already agreements between individual English New Zealand schools and universities, the APA puts in place a structure for acceptance of proficiency across all of the universities, English New Zealand executive director Kim Renner says.
“This will enable greater collaboration between English Language schools and the universities,” Renner says. “With inevitable changes coming for the export education industry due to COVID-19, seamless pathways into further study and close collaboration will become more important than ever before.”
In Australia, the rate of students who transitioned to further study is significant – according to a report released by the Australian government in January, 54 percent of English language students go on to attend an Australian university or vocational training provider. Anecdotally, we know the rate in New Zealand is much lower. There is room for New Zealand to encourage more of the 20,000 plus students who study at unfunded English language schools in New Zealand to make much more of pathway opportunities.
Accredited schools will use the APA to attract those students who are interested in studying at a New Zealand university, but may not meet the current English Language standards.
The APA is also a way that English Language schools can prepare students for New Zealand’s academic teaching style.
“The assessment is built into a school’s teaching – it’s not a one-off test,” Renner says. “Key goals are to increase cross-sector collaboration and provide a great student experience.”
This announcement is a result of a Memorandum of Understanding signed by English New Zealand and Universities New Zealand in June last year. The APA is only available to English New Zealand member schools.
