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Showing 10 of 1954 results for NARSC 2016 conference registration fees student pre advance late July 2016
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PIF Recipient: Mission New Zealand
With support from Education New Zealand Manapou ki te Ao, New Zealand’s government agency for international education, Mission New Zealand showcases courses from a number of New Zealand institutes, and is being developed by The Mind Lab.
Mission New Zealand offers a fully immersive and distinctly New Zealand experience. It focuses on the best of what New Zealand has to offer and the benefits of being part of a global movement for positive change.
From anywhere in the world, learners can choose from a mix of short courses and micro-credentials, grouped around four themes that reflect New Zealand’s progressiveness and values: culture, tech innovation, creativity and sustainability. Courses range from one to 15 weeks in length, with a mix of free and paid options available.
A selection of The Mind Lab’s own micro-credentials is available on Mission New Zealand, along with offerings from Te Pūkenga - New Zealand Institute of Skills and Technology - and some of New Zealand’s most innovative private training establishments.
Visitors to the site will be greeted by the world’s first 360° virtual pōwhiri, starting at the gates of Ngāti Whātua Orākei Marae in Auckland. They will experience being called onto the marae with a karanga and stepping onto the grounds to be welcomed by members of Ngāti Whātua.
Personalised learning, with optional content and stories, insights and other material will help learners experience what makes New Zealand unique.
Through an immersive experience, Mission New Zealand invites learners to take the first step in a lifelong connection with Aotearoa New Zealand.
The new platform is designed to address the increasing global demand for connections with purpose and cause, for online learning options, and for shorter and more flexible courses.
Mission New Zealand is among a range of pilot projects supported by Education New Zealand's Manapou ki te Ao Covid Response and Recovery Fund product and service diversification workstream. This New Zealand Government-funded initiative encourages the development of new products and services in the international education sector.
The Mind Lab was founded in 2013 and has a strong background in innovation, online education delivery that builds impactful futures and building community connections, including relationships with iwi and Māori-led organisations.
More information:
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PIF Recipient: Te Kaihau Ltd
Te Kaihau Ltd, based in the Hutt Valley, is the organisation behind the Global Enterprise Experience (GEE), a well-known social enterprise proposal competition. For years, GEE has brought together eight-person virtual teams from around the world. Their challenge: to work together on a six-page business case for a profitable, self-funding business venture that addresses a United Nations (UN) Sustainable Development Goal (SDG) and can get off the ground with limited capital.
In 2022 alone, GEE placed 1,100 participants from 131 universities and 98 other organisations across 72 countries onto global teams. Although many participants are tertiary students studying business or other courses, GEE teams are open to anyone, anywhere in the world, looking for a cross-cultural challenge.
From a highly successful foundation, Te Kaihau Ltd is planning to upgrade the Global Enterprise Experience into an even more impactful programme that builds lifelong links between Kiwis and emerging global learners, while making a real contribution to sustainable development. Thanks to an award of funding from the International Education Product Innovation Fund, managed by Education New Zealand Manapou ki te Ao (ENZ), the upgraded GEE programme is on the way to becoming a reality.
The new ‘GEE Peer-Leader Plus’ programme is designed to supercharge the impact of the existing programme, which already develops an impressive set of skills in its participants: cross-cultural communication, teamwork, entrepreneurship and innovation to name a few.
Future GEE learners who opt into GEE Peer-Leader Plus will benefit from one-on-one leadership coaching, peer-group interactive webinars, online learning modules, and a microcredential in peer-leadership which will be assessed on performance.
As Te Kaihau Ltd explains, the upgraded programme aims to transform learners into peer-leaders. Instead of being passive recipients of knowledge, peer-leaders step up to make a difference where they can, no matter their ‘designated role’ in a workplace or other organisation. Peer-leaders are confident, can influence others, are action oriented, and can support designated leaders to make change.
A deeper, more immersive learning experience through the GEE Peer-Leader Plus programme will also leave learners in a better position to bring their sustainable business concept to life, or take other meaningful action on the UN SDGs.
Woven throughout the new learning experience is a uniquely New Zealand theme, which draws attention to New Zealand’s efforts on sustainable development and positions New Zealand as a leader in ‘manaaki leadership’, which uplifts and supports the mana of others.
To complement the upgraded GEE experience, a microcredential will be developed and offered to universities and other education providers. A microcredential – a short course that offers certification on completion – recognises achievement in a specific set of skills, competencies, and knowledge. The GEE Peer-Leader Plus microcredential will provide a way for education providers to incorporate peer-leadership into their international-focussed course offerings.
Over time, and using the GEE Peer-Leader Plus microcredential as a stepping stone, Te Kaihau Ltd hopes to build a full qualification in global leadership and innovation by 2025, with the GEE Peer-Leader Plus experience serving as one module. With GEE participants coming from 800 universities around the world, Te Kaihau Ltd has built a valuable network of learners and education providers. Now, with support from ENZ and the International Education Product Innovation Fund, the stage is set for the New Zealand-led GEE programme to supercharge its impacts, building peer-leaders around the world with the skills and capability to take action for a better future.
More information:
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PIF Recipient: Te Whare Hukahuka
Ka Hao is one of the successful initiatives to receive funding through the International Education Product Innovation Fund, a New Zealand Government-funded initiative designed to reimagine what an education from Aotearoa New Zealand can look like and mean for global learners.
With Education New Zealand Manapou ki te Ao (ENZ) - New Zealand's government agency for international education and the kaitiaki of the Product Innovation Fund – onboard as a partner, Ka Hao is set to grow and create impact beyond our horizons, empowering and developing indigenous entrepreneurs across Australia and the South Pacific.
Te Whare Hukahuka (meaning the House of Innovation) is an Auckland-based indigenous social enterprise on a mission to improve the lives of 10 million indigenous peoples. Across a six-year-long track record, Te Whare Hukahuka has run programmes and delivered training in governance, business coaching, innovation, and rangatahi (youth) development.
Through indigenous leadership, Te Whare Hukahuka is proving that enterprises owned and managed by indigenous communities can be financially successful, create positive social outcomes, respect the environment, and uplift the culture of local communities.
That’s exactly what Ka Hao, Te Whare Hukahuka’s latest initiative, delivers on. Ka Hao is a ‘by indigenous, for indigenous’ e-commerce programme. Across 18 weeks learners design, build, launch and grow their own e-commerce system selling products and services to the world. Although the programme is delivered online, Ka Hao supports and engages its learners with a pastoral care team of more than 50 people – a unique point of difference which sets Ka Hao apart from other education offerings. By enhancing the support for learners, Te Whare Hukahuka aims to create an engaging learner experience and significantly boost programme competition rates and graduation results.
Well-resourced learner support is just part of what makes Ka Hao different from traditional education offerings. Everything about Ka Hao has been designed to create a learning environment that is culturally sensitive, safe, and respectful of the historical, social, cultural, geographic and economic factors that have left indigenous peoples in a disadvantaged position near the bottom of wellbeing indicators, both in New Zealand and other countries.
With more than 500 Māori learners already on the waiting list for this year’s Ka Hao programme, Te Whare Hukahuka is looking to bring the Ka Hao kaupapa to indigenous peoples beyond Aotearoa. The funding provided by ENZ through the Product Innovation Fund will enable Te Whare Hukahuka to research, pilot, test and evolve their first education offering across 16 Pacific countries. The target audience is new and existing indigenous business owners.
The International Education Product Innovation Fund is also supporting six other pilot projects from both established and emerging education providers around New Zealand. Together, the pilots reimagine what a New Zealand education offering can look like for global learners. In the case of Ka Hao, the pilot will explore how providers such as Te Whare Hukahuka can weave Māori knowledge and worldview into an education offering that is culturally relevant and responsive for indigenous learners in other countries.
As New Zealand’s dedicated agency for international education, ENZ is working with all the fund recipients in a partnership approach, building mutual benefit and reciprocity. The lessons learned through the pilot projects will be shared for the benefit of New Zealand’s whole international education sector, contributing to a broader and more diverse understanding of what international education can do for New Zealand, as well as the global learners who trust us.
More information:
Visit Ka Hao’s Youtube Channel to see over 4700 videos from their indigenous alumni
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PIF Recipient: Te Whare Wānanga o Awanuiārangi
Te Whare Wānanga o Awanuiārangi is one of New Zealand’s three wānanga - publicly owned tertiary institutions which provide education in a uniquely Māori cultural context. Awanuiārangi has been engaging internationally for over a decade, delivering postgraduate programmes to Indigenous communities in Washington State and Hawaii, and establishing networks and alliances with Indigenous communities and education providers across the United States.
Now, a new project led by Awanuiārangi is set to accelerate Indigenous education outcomes globally and build on New Zealand’s position as a global leader in postgraduate Indigenous education. ‘Iwi taketake’ (Indigenous people) is a project that will see the development of an international Indigenous curriculum for postgraduate study, covering master’s degrees, postgraduate certificates and diplomas, through to doctoral qualifications.
The target audience for the programme is Indigenous college graduates based at Hawai’i, Washington State, Canada and Australia, with Indigenous college graduates and tribal communities across the United States also in focus. A key objective of the new model is to design an education offering that fits the learner, rather than requiring learners to fit the programme.
Awanuiārangi will take its model of working with local hapū, iwi and their representative organisations in Aotearoa to the four focus areas in the Unites States, where it has already established networks. Iwi taketake will be the result of a co-construction process with Indigenous organisations and potential scholars, with an in-person wānanga (symposium) taking place at each delivery site in the United States.
After the curriculum is developed, endorsed and approved by key stakeholders, Awanuiārangi aims to run Iwi taketake for its first cohort of scholars in 2024, through a blended mix of in-person and online learning across the four sites. The programmes that form the Iwi taketake curriculum may be co-badged - awarded jointly by Te Whare Wānanga o Awanuiārangi and partners offshore, such as the University of Washington Tacoma and the University of Hawai’i Maui College.
Awanuiārangi’s model will affirm the notion that postgraduate education can provide Indigenous scholars with pathways for purpose-led careers that benefit people, place and planet. The subject areas and kaupapa (initiatives) covered by the curriculum will be delivered in a culturally safe environment, respecting Indigenous research ethics and methodologies. Scholars will draw learning directly from their own communities with the support of Awanuiārangi and their local delivery partners, ensuring that programmes are highly relevant to learners’ cultural and social contexts.
The collaborative, co-constructed programme will also serve to strengthen Indigenous links and alliances between New Zealand and the United States more generally, and open further opportunities for collaboration and improving educational success in postgraduate study.
Iwi taketake is one of the initiatives supported by the International Education Product Innovation Fund, a New Zealand Government-funded initiative to reimagine what a New Zealand education can look like and mean for global learners. Education New Zealand Manapou ki te Ao is New Zealand’s government agency dedicated to international education, and is the kaitiaki (guardian) of the Product Innovation Fund.
The Fund is supporting a range of pilot projects that develop and test new education products and services for global learners. Awanuiārangi’s pilot project explores how New Zealand’s strengths in Indigenous education can be delivered to international learners, tailored to Indigenous communities in other countries, and delivered in a blended medium, while uplifting all parties and helping strengthen Indigenous connections and cooperation across the Pacific.
More information:
Learn more about Te Whare Wānanga o Awanuiārangi
*Image at top of page: TWWoA's Professor Mera Penehira with Big Island of Hawaii cohort of doctoral students: Katie Benioni, Nancy Levenson, Noekeonaona Kirby and Taffi Wise.
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PIF Recipient: Tokona te Raki
Tokona te Raki has already led some brave pioneering work, such as challenging streaming in schools based on evidence it has a largely negative impact on Māori students, more often perpetuating inequity, rather than reducing it. They are working on indigenous youth pathways into digital futures, understanding future tribal skill needs and honing tribal innovation models.
With global challenges like climate change, shifting population demographics and the impact of technology all combining to create both uncertainty and opportunity, the future is there for the taking – or rather the shaping.
Tokona te Raki is an indigenous social innovation lab operating under the mana of Te Rūnanga o Ngāi Tahu. With over 76,000 registered tribal members and a territory covering over 80 percent of New Zealand’s South Island /Te Waipounamu, Ngāi Tahu is the largest iwi / tribe in Te Waipounamu.
With Māori youth being the fastest growing sector of the Aotearoa New Zealand population, Tokona te Raki is on a mission to tackle inequities they face in their journey through education and into enterprise and employment. Through projects with whānau, communities, and external partners, rangatahi are equipped and empowered with the tools and support to shape and be inspired by their futures, succeeding as Māori.
Their latest project is an ambitious one: to reimagine international education. With support from Education New Zealand Manapou ki te Ao (ENZ) as a Tiriti partner, through the International Education Product Innovation Fund, this vision to reshape indigenous education is moving closer over the horizon with a view towards a future where youth are confident, competent, and connected both tribally and globally.
‘Indigenous Future Making’ is a pilot project to reimagine the future of international education towards an indigenous vision of a tribal and global learning network. Te Ao Māori (the Māori world) and its knowledge systems create an identity unique to Aotearoa and sees the future as an opportunity rather than an inevitability.
To frame the project, Tokona te Raki has identified several ‘shifts’ that transform what international education can deliver for indigenous communities and learners. From colonial and Euro-centric to diverse, indigenous, and global; from physical, site-based delivery to place based and virtual delivery; from fixed-duration courses to lifelong learning; from rational (IQ) intelligence to emotional, cultural, and digital intelligence; and from narrow credentialling to flexible and adaptive credentialling.
Instead of framing international education through an economic lens and thinking of international learners in terms of revenue extraction, the pilot project imagines values-based value generation, a reciprocal, two-way street of learners travelling both into and out of Aotearoa New Zealand, education contributing to global challenges and collective action, and Aotearoa New Zealand being recognised for its unique value proposition: a caring, safe, secure, innovative and culturally relevant education provider.
The project will deliver an indigenous future-making framework, backed up with a toolkit and a curriculum. An online platform will be explored to serve as an indigenous knowledge exchange, facilitating the transfer of knowledge between and within Māori and other indigenous cultures.
Tokona Te Raki is among a range of pilot projects supported by ENZ’s Covid Response and Recovery Fund funded product and service diversification workstream. This New Zealand Government-funded initiative to encourages the development of new products and services in the international education sector.
The project explores how Aotearoa New Zealand can offer indigenous solutions to global challenges, such as climate change and social inequality. More than a funding contributor, ENZ is working with Tokona te Raki to explore what being a good Tiriti partnership should look like to best support and realise the full potential of an Iwi led project, leveraging each other’s networks and capabilities. The learnings from Indigenous Future Making, and the other pilots, will be shared for the benefit of Aotearoa New Zealand’s wider international education sector, encouraging other education providers and organisations to keep innovating for the future.
Learn more:
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Opportunity for New Zealand and German academics to collaborate
The third funding round for the Programmes for Project-Related Personal Exchange (PPP) programme is open now. The programme supports early-career academics from New Zealand higher education institutions to travel to Germany and engage in research projects.
The PPP programme was established in 2021, when ENZ and the German Academic Exchange Service (DAAD) signed a Memorandum of Understanding.
Amy Rutherford, Regional Director Americas, the Middle East and Europe said the programme aims to strengthen academic relations between New Zealand and German institutions and to promote cooperative and complementary research activities.
“It enables young academics to not only further their careers, but also expand New Zealand’s international research links” she said.
The programme aims to fund group exchanges involving two to four researchers per country and covers all subject areas. It invites researchers to think of a project that would particularly benefit from working with German academic counterparts.
University of Otago Professor Chris Button is a recipient of PPP funding from the 2023 round and is working with Dr Robert Rein from the German Sport University in Cologne.
They are undertaking research that aims to provide evidence-based advice on how to promote water safety and prevent drowning.
Chris and his counterpart identified that drowning is a major cause of accidental deaths worldwide and is noted as one of the key challenges in the United Nation’s commitment to achieve global, economic, social and environmentally sustainable development.
The pair have observed a gap in academic literature about the potential benefits of floating, versus treading water or swimming when someone is in trouble in the water. They have collected a series of samples from 200 participants in New Zealand and will publish their findings soon.
Chris said he’s grateful that the PPP programme has helped him reinvigorate a long-standing collaboration with Robert.
“I encourage others to take the opportunities this programme offers to connect New Zealand and German academics” he added.
Applications for the 2024 funding round close on 28 June 2024, click here to find out more and apply.
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New Zealand top of the world in university sustainability stewardship
New Zealand universities have come out on top of the world for sustainability stewardship in the Times Higher Education Impact Rankings 2024.
New Zealand universities’ approach to sustainability and equality has been announced as world-leading by Times Higher Education (THE) in its most recent Impact Rankings (2024). The stewardship rankings saw New Zealand score an average of 85.3 to come out ahead of Australia (84.4) and Hong Kong (81.9). All eight New Zealand universities participated in the rankings.
Now in its sixth year, the Impact Rankings is the only ranking system in the world that measures universities’ contributions to the United Nations’ Sustainability Goals (UN SDG’s). The Rankings assess the commitment made by universities to sustainability across four broad areas: research, stewardship, outreach, and teaching.
In topping the table for sustainability stewardship, New Zealand’s universities have scored well against indicators such as tracking food waste and having sustainable food choices on campus (SDG 2), the proportion of senior female academics (SDG 5), having water reuse policies and measurements (SDG 6), ensuring energy efficiency with renovations of buildings (SDG 7), and guaranteeing a living wage (SDG 8).
New Zealand universities also came second equal in the world against sustainability outreach, meaning high scores were achieved for contributing to policies addressing poverty (SDG 1), collaborating with health institutions (SDG 3), providing programmes for the local community to learn about energy efficiency (SDG 7), participating in cooperative planning for climate change disasters (SDG 13), and providing expert advice to government (SDG 16).
ENZ’s Acting Chief Executive Dr Linda Sissons welcomed the results and said the global recognition for New Zealand’s universities working hard to make a positive impact in the face of pressing environmental and social challenges world-wide was significant.
“New Zealand’s education system is guided by Kaitiakitanga (the Māori concept of guardianship). This principle instils a deep sense of connection to our land and a commitment to ensuring its health and vitality for future generations.
"Kaitiakitanga informs the approach taken by our universities to resource management, conservation, and sustainable development that all contribute to the UN’s SDGs particularly in the areas of food security, bioenergy, sustainable urban development, and climate change,” said Dr Sissons.
Dr Sissons added “It is incredibly positive to have our approach to sustainability stewardship and outreach recognised as world leading. This is particularly important to us as we know that students around the globe are increasingly prioritising environmental and social responsibility and choosing to study at institutions that align with their personal values.”
In this year's Impact Rankings, a record 2,152 universities from 125 countries/regions were assessed. Progress is measured for each of the individual 17 SDGs, and across the goals as a whole. View the full Impact Rankings 2024 results here.
Top countries/regions for sustainability stewardship in THE’s Impact Rankings 2024
Country/region
Number of ranked universities
Average stewardship score
New Zealand
8
85.3
Australia
21
84.4
Hong Kong
5
81.9
Ireland
8
81.4
Canada
24
80.5
United Kingdom
68
79.7
United States
46
69.1
South Korea
24
67.9
Belgium
5
65.2
Netherlands
6
64.5
Note: Table only includes nations with five or more ranked universities. Credit: Times Higer Education Rankings 2024
Top countries/regions for sustainability outreach in THE’s Impact Rankings 2024
Country/region
Number of ranked universities
Average stewardship score
Hong Kong
5
81.4
New Zealand
8
80.4
Canada
24
80.4
Australia
21
80
Ireland
8
76.4
United Kingdom
68
75.6
Belgium
5
71.9
Germany
8
68.1
South Korea
24
67.9
Netherlands
6
66.2
Note: Table only includes nations with five or more ranked universities. Credit: Times Higer Education Rankings 2024
For further information
Stephanie Morison, Senior Communications Advisor,
Education New Zealand Manapou ki te Ao
Stephanie.Morison@enz.govt.nz | +64223020104
Notes to Editors:
About Education New Zealand (ENZ) https://www.enz.govt.nz/
Education New Zealand Manapou ki te Ao (ENZ) is the government agency dedicated to helping Aotearoa New Zealand realise the social, cultural, and economic benefits of international education. Our role is to promote New Zealand as a high-quality education destination offering excellent education and students experiences and to encourage New Zealand students to study overseas.
With approximately 110 staff in 16 locations around the world, ENZ works closely with New Zealand’s diverse education sector which includes schools, English language providers, Private Training Establishments, Institutes of Technology and Polytechnics (Te Pūkenga), and universities. Internationally, we work with a range of education stakeholders, including government agencies and education providers to identify and encourage sustainable growth opportunities for New Zealand’s education sector.
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50 Malaysian educators experience New Zealand’s interactive early childhood education
On 9-10 May 2024, Education New Zealand Manapou ki te Ao (ENZ), the Ministry of Education Malaysia, and the University of Auckland co-hosted a two-day workshop for Malaysian educators. The theme of the workshop was "Engage, Explore, Excel: Interactive Play Strategies for Effective Preschool Education".
The workshop gave approximately 50 Malaysian preschool educators the opportunity to see and experience for themselves some of New Zealand’s innovative and interactive approaches to education that start in early childhood education facilities. The workshop was also an opportunity to strengthen bilateral ties between our two countries.
Workshop participants discussing learning techniques used in New Zealand early childhood institutions.
Professor Marek Tesar, a distinguished early childhood education expert from the University of Auckland led the workshop and shared his expertise with the group. He highlighted innovative approaches to implementing interactive outdoor play and used practical insights with theoretical foundations to enhance the educators' skills and knowledge. This included leading the group through experiential activities and thought-provoking discussions, including how outdoor play can instil a sense of environmental stewardship among teachers and children.
Malaysian early childhood educators at the workshop on "Engage, Explore, Excel: Interactive Play Strategies for Effective Preschool Education".
Ben Burrowes, ENZ’s Regional Director Asia (excluding China) and Acting General Manager International, and Emma Verry from the New Zealand High Commission in Kuala Lumpur attended the session and extended warm welcome remarks, underscoring the importance of international collaboration in advancing early childhood education in both countries.
From left to right: ENZ’s Ben Burrowes, Juraida Binti Umat Bidin, Deputy Director of Preschool Sector Curriculum Development Division and Nooraini Binti Kamaruddin, Senior Deputy Director Curriculum Development Division from the Ministry of Education Malaysia, Emma Verry from the New Zealand High Commission, ENZ’s Market Manager for Indonesia and Malaysia Naluri Bella, and University of Auckland’s Professor Marek Tesar. They are pictured here after the exchange of commemorative gifts in recognition of the occasion.
Ben said that the workshop gave a wonderful opportunity for educators from Malaysia to come together to hear from Professor Tesar and explore the multifaceted benefits of interactive play.
“Our two countries recognise the critical importance of the formative years in a child’s development and the profound impact that quality early childhood education can have on their future success and well-being.
“Participants were all very enthusiastic about discovering new ways to engage and empower their students. We hope this will lead to more collaboration and sharing of ideas between our two countries that educators and students alike can benefit from,” said Ben.
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SheLeads Campaign – inspiring future Indian learners
Launched on International Women’s Day on 8 March, the SheLeads campaign was developed by Education New Zealand Manapou ki te Ao’s (ENZ's) India-based team. The campaign was multi-pronged and aimed to celebrate women leaders and alumni across various disciplines from New Zealand education providers with a diverse audience of young and mature learners in India.
The campaign was launched on ENZ’s South Asia LinkedIn channel which was then used throughout to highlight the impact and value of a New Zealand education through the sharing of success stories of women leaders in New Zealand and beyond as well as those of Indian women alumni. Education media across several key Indian publications also reported on the campaign to their estimated 58 million readers.
The LinkedIn campaign profiled over 24 women leaders and achieved 105,000 impressions, 1,500 page views, while the ENZ South Asia page gained more than 600 new followers, surpassing the campaign’s targets.
To engage students and lift the NZ education profile amongst this group, a SheLeads debate competition was organised between five leading schools in Delhi. The students were tasked with debating “the underrepresentation of women in STEM”’ and the 50 plus participants were invited to share diverse perspectives and include examples from New Zealand.
Undergraduate learners from over 100 tertiary Indian Institutions were also invited to participate in the campaign through submission of video essays. A shortlist of 10 entries were judged by Professor Carol Mutch from the University of Auckland’s Faculty of Education and Social Work.
Images from the SheLeads debate competition held at Delhi Public School.
Finally, ENZ hosted a virtual workshop on ‘Organisational Change and Resilience’ with school principals and leaders from over 500 schools across India invited to attend. This workshop was facilitated by AcademyEx Founder, Frances Valintine and discussions focused on the innovative approach to learning that leaders must now consider in this rapidly changing world.
The finalists and winners of both competitions were invited to a campaign concluding event at the New Zealand High Commission in New Delhi on May 18. The event featured an engaging line up including an inter-school debate competition for the debate competition finalists, a panel discussion featuring alumni titled “Trailblazers: Women leaders who catalyse change” and the SheLeads Essay Showcase featuring the top three finalists. New Zealand’s High Commissioner to India, H.E Patrick John Rata was on hand to present the winners with their awards in front of guests that included high school counsellors, students, parents, and representatives from New Zealand institutions as well as the Principal of Jesus and Mary College in New Delhi.
ENZ’s Director of Engagement East Asia and India, Jugnu Roy, said that it was a huge privilege being able to interview so many talented women leaders and alumni to showcase their outstanding achievements. She also said that seeing the energy and enthusiasm that the students brought to both competitions was another campaign highlight.
“New Zealand has a proud history of striving for gender equality and continues to improve outcomes for women by strongly supporting women in education and training, utilising women’s skills to grow the economy, and encouraging and developing women leaders.
“I am sure this campaign will inspire our students here in India, particularly our female students, to consider choosing New Zealand as an education destination and follow in the footsteps of these incredible role models,” said Jugnu.
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Amanda Malu appointed as Chief Executive of Education New Zealand Manapou ki te Ao
Ms Malu is currently Deputy Chief Executive Service Delivery at ACC, and formerly Chief Executive at Whānau Āwhina Plunket, leading that organisation through extensive change over five years in the role. She previously held senior marketing and communication roles including at the Tertiary Education Commission and in the polytechnic sector.
Announcing the appointment, ENZ Board Chair Tracey Bridges said Ms Malu had demonstrated strong leadership, having built united teams in pursuit of positive outcomes across the education and health sectors.
“She brings with her a deep experience in the public sector, education, and marketing, as well as experience across borders and with international education through her past roles,” Ms Bridges said.
Ms Malu will take up the role in September. Until then, the Board is delighted that Dr Linda Sissons will continue as Acting Chief Executive, as she has since November 2023.
For further information
Justin Barnett
Director of Communications
+6421875132
Notes to Editors:
About Education New Zealand (ENZ) https://www.enz.govt.nz/
Education New Zealand Manapou ki te Ao (ENZ) is the government agency dedicated to helping Aotearoa New Zealand realise the social, cultural, and economic benefits of international education. Our role is to promote New Zealand as a high-quality education destination offering excellent education and students experiences and to encourage New Zealand students to study overseas.
With approximately 110 staff in 16 locations around the world, ENZ works closely with New Zealand’s diverse education sector which includes schools, English language providers, Private Training Establishments, Institutes of Technology and Polytechnics (Te Pūkenga), and universities. Internationally, we work with a range of education stakeholders, including government agencies and education providers to identify and encourage sustainable growth opportunities for New Zealand’s education sector.
