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Showing 10 of 1954 results for NARSC 2016 conference registration fees student pre advance late July 2016

Changes to English language testing
NZQA has published the result of its consultation on proposed changes to its Rules, including the removal of Rule 18.6. Institutions will no longer be able to provide internal English language proficiency assessments.
The change aims to ensure prospective students at TEOs have evidence of English language proficiency for enrolment. They must use one of the eight globally recognised international tests specified in Rule 18, such as IELTS and the Pearson Test of English.
This is one of nine changes that will come into effect on 22 August 2018. A transition period for institutions that currently provide such assessments is allowed until 31 December 2018, if an exemption notice is applied for.
As a result of the consultation feedback, NZQA and ENZ also identified an opportunity for New Zealand to develop its own standardised English language proficiency test.
ENZ Chief Executive Grant McPherson says ENZ is now exploring how such a test could work.
“We are having preliminary discussions to explore the feasibility of the industry developing a New Zealand-based language test which providers could choose to use.”
For more information on the NZQA Rule changes please click here.
Education providers should review their policies against the new Rules relevant to them, to ensure compliance for when they come into effect.
Boost to long-term education partnerships in China
The arrangement will enable participating New Zealand universities and ITPs to form long-term partnerships with Chinese institutions in a key subject area to invest in, develop and deliver new joint programmes.
The arrangement was signed between the New Zealand Government-to-Government Partnerships Office (G2G), China’s Ministry of Education and the National Center for Schooling Development (CSDP), the only governance organisation that establishes standards and evaluates education systems in more than 1000 higher education institutions in China.
Specifically, it will allow participating New Zealand tertiary institutions to formally register and participate in China’s International Higher Standard Application-Oriented Institutions Programme.
ENZ’s Regional Director – China & North Asia, Adele Bryant, said the arrangement is a win-win for New Zealand and China.
“New Zealand institutions can participate in the development of China’s higher education system as well as benefit from a new future channel of good quality Chinese students.”
To date, five New Zealand tertiary institutions including AUT, Otago Polytechnic, Weltec & Whitireia, Wintec and Ara Institute of Canterbury have participated in this arrangement.
CSDP is also cooperating with education institutions in the USA, United Kingdom, Ireland, Finland, the Netherlands and Australia.
In September, CSDP’s representatives will visit New Zealand to hold a workshop with the participating New Zealand institutions and undertake site visits of their campuses.
Interested universities or ITPs can contact ENZ’s International Market Manager – China, Ross Fisher, at ross.fisher@enz.govt.nz.
New Future Proof campaign to showcase Kiwi teachers
The eight-week Future Proof campaign earlier this year achieved incredible results, including reaching over 33 million potential international students and achieving more than 14 million social media engagements.
To continue the conversation, ENZ will evolve the campaign to focus on the role that high-quality teachers play in New Zealand’s ranking as best in the world for educating students for the future. We will share inspiring stories about our teaching talent with the world through videos and other web content.
Patrick Holden, ENZ’s Digital Media Project Manager, says the upcoming campaign aims to raise awareness of the quality of our education, which research suggests isn’t fully appreciated in many of our markets.
“In line with the newly-launched International Education Strategy 2018 – 2030, we’re aiming to reach students interested in studying high-value programmes in New Zealand by showcasing the world-leading Kiwi teachers and academics that will be available to them.
“This second Future Proof campaign will run across October – November which is a key decision-making period for international students.”
Students who engage with the campaign will be “nurtured through” to My StudyNZ to connect with New Zealand institutions and agents. Institutions can make sure they’re getting the most out of this recruitment opportunity by updating their profile on the Study in New Zealand website.
“We’ll be putting a briefing pack together to help institutions leverage the campaign in their own recruitment activities. Keep an eye on future editions of E-News for this and further updates,” said Patrick.
Share your story
Do you have a great story idea about a world-leading academic or inspiring teacher? If so, please email philippa.brown@enz.govt.nz and tell us why you think they’d be perfect for this campaign.
New Zealand academics star in event season in India
ENZ’s Country Manager for India, Jugnu Roy, leveraged the in-market presence of 14 New Zealand researchers and academics by putting together a third Guest Lecture Series (GLS).
“The GLS showcases New Zealand’s research strengths across a range of disciplines, particularly STEM, sustainability and nutrition which were of great interest to the audience, and reinforces the quality and global rankings of New Zealand’s universities to prospective students.
L-R: HE Ms Joanna Kempkers; Shri Manish Sisodia, Deputy Chief Minister Delhi and John Laxon, RD ENZ.

“The GLS was a big undertaking, with 44 lectures across 23 premier Indian institutions – it was very well-received by Indian students and academics.”
In addition, ENZ put together a high-powered Academic Conclave, attended by New Zealand academics as well as academics, researchers and industry experts from across India. It featured workshops on topics of mutual interest for both countries including smart cities, research collaboration and future-proof education.
The event was inaugurated by New Zealand High Commissioner Ms Joanna Kempkers, Deputy Chief Minister and Education Minister of Delhi Mr Manish Sisodia, as well as a video message by the Human Resource Development of India Mr Prakash Javadekar.“The programme aimed to introduce and progress collaboration opportunities between countries,” said Jugnu.
The event was inaugurated by New Zealand High Commissioner Ms Joanna Kempkers, Deputy Chief Minister and Education Minister of Delhi Mr Manish Sisodia, as well as a video message by the Human Resource Development of India Mr Prakash Javadekar.
Learning about coffee in Colombia
Sarah hand-picking ripe berries in a field in Bogota.

In May 2017, I spent four weeks learning Spanish at the Universidad Tecnológica de Bolívar. The course refined my Spanish skills to be useful in commercial settings and improved my understanding of Colombian culture and the primary industry opportunities there.
I already had a good base of Spanish before I arrived, having studied it for almost 10 years. But being in Colombia really pushed me in expressing myself in Spanish, extending my ability to hold well-structured and formal conversations. The Colombian accent is very easy to listen to. Everyone is exceptionally well-spoken which made it a prime destination to study Spanish!
I did four-hour intense contact sessions with my tutor every morning, reading articles, watching videos, making presentations and critically discussing Colombian history, free trade, sociology and current events.
I’m extremely passionate about Latin American culture and agribusiness relations with New Zealand. I’m currently studying towards a Master of Arts in Spanish and I hope to research New Zealand primary industry relations with Latin America as part of this.
During my time Colombia, I went on a tour of a commercial coffee bean farm a few hours from Medellín and saw the process from crop propagation right through to the harvested bean grading process. I really enjoyed learning every step of the growing and production process, using my agronomy experience to understand crop husbandry practices, gross margins and market dynamics.
“I really pushed myself to make the most of my short time there – this trip was a real chance for me to dedicate time to a topic that I’m so passionate about.”
Living in a different culture is a fascinating experience. There are so many questions you’re anxious to ask when you’re in another culture, and it was a good exercise asking why things are the way they are, and to not compare New Zealand with Colombia.
The greatest challenge was getting my head around Colombia’s complex 20th century history and politics, understanding how corruption has permeated through the society. This concept is rather foreign to us as New Zealanders, and one that Colombians today are dead set on changing. But in Colombia, even people who have experienced hardship still radiate positivity.
By far the most interesting aspect for Colombians was how young and conflict-free New Zealand is as a country. It was also interesting discussing how our cultural differences influence the ways women are perceived in our countries, and how this is evolving in Colombia with a growing sense of feminism.
I really pushed myself to make the most of my short time there to study Colombia and its relationship with New Zealand. Having the opportunity to meet New Zealand diplomats has changed my career aspirations – seeing the jobs and roles that exist as our trade relationship strengthens was very helpful. I think it is difficult for students and young professionals to visualise our futures without seeing for ourselves what trade, markets and diplomacy look like in real life. The experience has had a big impact on broadening my horizons.
I don’t take for granted the opportunity this scholarship has given me – life becomes busy with work, relationships and “reality”, and this trip was a real chance for me to dedicate time to a topic that I’m so passionate about.
Japanese agriculture students visit Southland
The students, known as Chikujyo (“ari-girls” in Japanese)came from agricultural high schools across Japan to spend 12 days in Southland at Southland Girls' High School, which offered ESOL classes and technical training in farming. Alongside this, the students visited Fonterra Edendale, Blue River Dairy, Southern Dairy Hub research farm and other dairy farms with women in leadership roles. The Southern Institute of Technology also assisted with some activities.
Misa Kitaoka, ENZ’s Senior Market Development Manager – Japan said the programme generated significant media coverage in Japan and is a great example of industry and institutions collaborating to deliver a programme that highlights New Zealand’s unique education offerings and expertise.
“Students were impressed by the efficiency and productivity of agriculture practices in New Zealand, and the support for women in farming. They left feeling that farming in New Zealand allows a good work life balance,” said Misa.
“I am so inspired by the girls who are using what they learned in New Zealand to promote a new image of working in agriculture that’s more accessible for new entrants, especially females.”
The programme was developed by the Ministry of Agriculture, Forestry and Fisheries’ New Entrant’s and Women’s Division, in consultation with the New Zealand Ministry of Foreign Affairs and Trade, Ministry of Primary Industries and ENZ. It was administered by the Japan Agricultural Exchange Council and was funded by the Japan Racing Association.
NZLC wins fifth Study Travel Star Award
For the fifth year running, New Zealand Language Centres (NZLC) Ltd has won the Study Travel (ST) Star Award for Star English Language School, Southern Hemisphere.
The ST Star Awards recognise excellence in the international education industry. The ceremony was held in London earlier this month in front of some 1200 industry representatives from around the world.
The fifth win marked the induction of NZLC into the ST Super Star Hall of Fame, an unprecedented achievement by a New Zealand based international education provider.
Miles Stewart, NZLC Co-Director said the win shows that NZLC has the ability to compete and succeed on a global scale and sets benchmark standards for others to follow.
“Being recognised by our peers as a Super Star organisation demonstrates that NZLC represents a new way of providing industry-leading education and opportunities for our students and our partner businesses. This is something we continue to be extremely proud of.”
NZLC beat out the four other nominees in its category: Greenwich English College Australia, Impact English College Australia, Langports English Language College Australia and Languages International New Zealand.
NZLC is one of the largest English language schools in New Zealand, an NZQA Category 1 school and a member of English New Zealand.
PMSA scholar dances his way to Taiwan
My seven weeks in Taiwan has changed my life, inspired new career and life goals and given me tools to fuel my aspirations as a choreographer and diplomat.
I had already been to Taiwan in 2017, when I was a visiting scholar doing research at the prestigious dance school within the Taipei National University of the Arts (TNUA). I did my thesis as part of my Postgraduate Diploma of Dance Studies for the University of Auckland.
My 2018 trip was focussed on learning and teaching indigenous dance and allowed me to reconnect with relationships I’d built the previous year, as well as build new ones with students, graduates and teachers of the TNUA department.
As a returning visitor to Taiwan, I felt it was important to attend the Amis Tribe harvest festival in Fengbin, Hualien County, to gain a deeper understanding of indigenous Taiwanese people. The Amis is the biggest indigenous tribe in Taiwan, and the harvest festival is one of the most important ceremonies of the tribe’s calendar year. They give thanks to ancestral spirits and celebrate their life and culture through dance, music, sports and unity.
Xavier with friends from the Amis Tribe.

As part of the celebrations, I helped choreograph a dance for some members of the tribe to perform for the chiefs and whole tribe. As they were only fluent in Mandarin Chinese, and I am only fluent in English, we had to communicate through hand gestures and facial expressions. By the end, I had become closer with the members of the group and understood more about their tribe, their culture and their personalities that transcends verbal communication.
I spent some time with Taiwan’s top indigenous contemporary dance company, Bularaeyang Dance Company, located in Taitung in the South-east of Taiwan. There, I took part in indigenous dance and music lessons, observed rehearsals and taught a movement class for the company members inspired by traditional Pacific dance styles fused with contemporary dance. I also taught Samoan sāsā, explaining the history and meaning behind sāsā and its significance in Samoa. I also taught Pacific and Pacific-Contemporary dance workshops at the TNUA Department of Dance, which is renowned for creating some of the world’s elite contemporary dance artists.
Though this was my second time in Taiwan, there were still some misunderstandings when speaking Mandarin Chinese. For example, when I would get thirsty during class I’d tell my classmates I needed a drink of water. Unfortunately, I always got my tone for the Chinese word for water, Shuǐ, mixed up with the word for sleep, Shuì, so people always thought I was tired or wanted to sleep during class!
“In Taiwan, I connected with fellow Kiwis working for the Ministry of Foreign Affairs and Trade and the Asia New Zealand Foundation. Building these relationships was important as I hope to undertake a career in diplomacy in the future.”
I got to make further connections with top arts and dance festival producers, directors and curators at the Asia Discover Asia Meeting (ADAM), a festival and forum in Taipei where attendees from Australasia and the world come together to look at the future of arts and dance in Asia. It is an important event in which to collaborate, network and discuss project ideas for the future.
During my time in Taiwan, I connected with fellow Kiwis working for the Ministry of Foreign Affairs and Trade and the Asia New Zealand Foundation. Building these relationships was important to me as I hope to undertake a career in diplomacy in the future alongside my choreographic and artistic career. One contact was a fellow Samoan and family friend, and she provided me with advice about a career in international diplomacy. She also put me forward for a life-changing experience – the Indigenous Austronesian Forum, which I attended and represented New Zealand and Samoa.
The two-day Forum was hosted by the Taiwanese government, the Council of Indigenous Peoples of Taiwan and the Centre for Indigenous Studies and held at the National Donghwa University. Delegates came from indigenous tribes across Taiwan and the Pacific to take part in cultural exchanges, performances, indigenous community outreaches and to learn about issues in the region. A declaration was proposed at the forum, to create an agreement and document that highlighted issues of indigenous Austronesian people and how to improve and advocate for issues within governments and institutions. I am now collating this document and have been in discussions with the forum to return to Taiwan next year as a facilitator.
I thank the PMSA for supporting my aspirations and my research project. I am extremely grateful to have been given the opportunity.
Xavier (bottom left) with Bularaeyang Dance Company members after teaching their class

Xavier with friends, some of them exchange students from Australia and the US.
Future Proof 2.0
The campaign builds on the success of an earlier campaign in March 2018, which reached more than 33 million potential students and achieved 14 million social engagements.
We encourage New Zealand education providers to align their marketing activities with Future Proof 2.0 to increase and amplify impact.
About the campaign
Future Proof 2.0 is an integrated global campaign run across paid media, social media engagement, studyinnewzealand.govt.nz, email and PR.
The campaign, which began 8 October and runs for eight weeks, aims to attract high quality students from our key strategic markets by raising awareness of New Zealand’s education quality.
It integrates all of ENZ’s marketing channels, draws on behavioural data from our database marketing programme and leverages the one million-strong audience on our social channels (Facebook, Instagram, YouTube and, in China, WeChat).
The campaign will direct prospective students to a Future Proof 2.0 landing page and encourage them to join My StudyNZ, an online tool that helps them find the New Zealand study programmes that best suit their needs. Students can shortlist their favourite programmes, track their application progress and send enquiries to education providers.
Campaign messaging
Future Proof promotes a September 2017 report by The Economist Intelligence Unit ranking New Zealand as first out of 35 countries at preparing students for the future. Future Proof 2.0 continues the conversation by showcasing some of the exceptional teachers and academics who make New Zealand’s education system world leading.
The campaign’s central message is: Our teachers lead the world in preparing students for the future.
The key messages are:
1. Our teachers give you the skills to put your knowledge to work in the world.
- Students in New Zealand learn to think critically and creatively, work collaboratively and develop a global mindset, making them more prepared, and adaptable, for the future world of work.
2. Our teachers challenge you to reach your potential in an unlimited learning environment.
- Students in New Zealand gain practical, hands-on skills both inside and outside the classroom.
3. Our teachers are inspired by a society that encourages curiosity, new ideas and respect for the world around us.
- Students in New Zealand thrive in an open, welcoming society that embraces new ideas and innovative thinking.
Future Proof 2.0 will keep the same slogan as the previous campaign: Future Proof yourself in New Zealand.
We’ve created compelling content – videos, photos and written content – to share stories about New Zealand’s teachers with the world.
While Future Proof 2.0 will feature many great teachers, our three stars are:
Professor Kathleen Campbell, a geologist, paleoecologist and astrobiologist at the University of Auckland
With her expert credentials and involvement in the NASA 2020 Mars Rover Mission, Kathleen is a standout example of the high-quality academics that students can work with at New Zealand universities.

Mark Hanlen, a marine studies teacher at Whakatane High School
A favourite amongst his students, and with an infectious passion for his subject, Mark's story makes a great showcase for hands-on, real-world learning. He brings the concept of manaakitanga (mutual respect) into his teaching both inside and outside the classroom.

Dr Faith Kane, a senior lecturer in textiles at Massey University
Faith brings a creative element with a future focus to the campaign. Her work in laser processing textiles and textile design for sustainability speaks to New Zealand's innovation strengths and real-world problem solving.

How can Future Proof 2.0 help you?
You can increase the impact of your marketing by aligning your timings and activities with Future Proof 2.0. For example, you might like to highlight your region’s or institution’s teachers while the campaign is running.
Using our creative assets
Assets we’ve created for the campaign include videos, imagery and blog posts, quotes and other written content about our teachers and their students.
We will add all assets to The Brand Lab as they become available.
Useful resources
You can find advice on identifying audiences, channels and story ideas on the Skills Lab .
For example, there are practical tips on:
- Creating a digital marketing strategy
- Using social media to turn your followers into advocates
- Writing great blog posts
- How we use My StudyNZ to match students to institutions
Study Abroad NZ schools programme launched in US
ENZ Business Development Manager Mary Camp says this is a pilot project to test the waters in the US market.
“We’re thrilled to be partnering with AFS for this pilot – they are a trusted organisation with a long history of matching US students with life-changing education experiences.
“New Zealand schools have much to offer US students looking for a high-quality study abroad experience to give them a competitive advantage in the college application process.”
The programme includes nine New Zealand schools, each offering themed programmes for one semester in the fields of environmental studies, Māori culture, the arts, outdoor education and leadership.
Mary is hoping to see some more US students coming through in 2019 as a result of the pilot.
“Opening up new markets for the school sector will help us achieve sustainable growth, which of course is a focus of the International Education Strategy.
“If the pilot is successful, we’ll look to roll it out to more New Zealand schools.”
Check out the AFS web page for more information about the programme.
The schools involved are Rangitoto College, Western Springs College, Western Heights High School, Aotea College, Papanui High School, Hillmorton High School, Whanganui High School, Whakatane High School and Te Puke High School.