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How IEGF helped BIOZONE
Considering applying for IEGF support? E-News caught up with IEGF recipient, Richard Allan, CEO of BIOZONE, at last year’s Edtech for Export conference in Wellington and found out how the co-funding grant helped them grow their business.
ENZ: What is BIOZONE?
BIOZONE International is a publishing house that specialises in the production of student and teacher resources for use in high school science programmes (grades 9-12) in the United States, United Kingdom, Australia, and New Zealand. We also provide editions that are tailored to other international programmes, and BIOZONE books have been translated into Chinese, Japanese, Polish, and Slovenian, as well as specific English-language editions compiled for Italy. BIOZONE’s goal is to improve science education performance in schools across the world.
We produce a hybrid that’s part textbook, part study guide and part activity workbook all rolled into one. We use an infographic style of presenting information, with annotated diagrammatic explanations that have a lot of added value. Our programme and pedagogical approach requires learners to apply what they’ve learned in a previous activity to a new situation, not merely recall data. It’s an enquiry-based approach.
I was a biology teacher for 11 years before I became a publisher, so I have a pretty good idea of what’s required for teachers and students to succeed in the classroom environment.
ENZ: What has IEGF funding enabled you to do?
We’ve been successful in two IEGF rounds – one in 2014 and one in 2015. The first lot of funding enabled us to market our new Next Generation Science Standards (NGSS) series in the US before other publishers got up to speed. The NGSS provides students with internationally-benchmarked science education.
Being nimble and innovative is key to our success, and the grant meant we could significantly ramp up the number of state and national science teachers’ conferences we could attend. To give you an idea of the demand – at one conference in Los Angeles in December 2014 I had over 200 teachers trying to cram into a room that only had the capacity to hold 100 people, to hear my presentation. They were sitting on the floor and around the edges of the room. That’s not untypical of what happened at other events, so we were obviously in the right place at the right time with the right product.
ENZ: And the second grant?
The second grant helped us enhance and improve our digital platform, and get it ready for commercial release. It made a huge difference in the timing of the launch and accelerated our development.
ENZ: How’s business going?
It’s been hugely successful in our markets that, so far, include New Zealand, Australia, the US, and the UK.
The opportunity for BIOZONE in the US is with the NGSS. One of our customers is Stuyvesant High School in New York City. It’s a very prestigious school, with 34,000 kids competing for 850 places, and they bought our entire programme, which is a huge accolade from them.
We also won the ‘Best Supplemental Resource’ award for science, for the whole of US, at the education publishers’ ‘Content in Context’ conference in 2015 which was pretty cool.
ENZ: Do you have any words of advice for educators new to working in the edtech space?
I think we should encourage our teachers to embrace education technology and provide them with the ability to upskill so they can use the tools. Many schools are already technologically savvy and are hungry for new ways of delivering curriculum using smart tools.
For educational publishers the digital landscape is evolving rapidly, not only with new opportunities and competitor activity, but also in the way teachers are wanting to engage with digital delivery of content.
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.
Game On English launched in style
New Zealand has teamed up its expertise in rugby and English language teaching to develop a new edu-sport programme for Japan in the lead up to the 2019 Rugby World Cup and the 2020 Summer Olympics.
On Monday 7 July Prime Minister John Key and Japanese Prime Minister Shinzo Abe launched Game On English in Auckland as part of Mr Abe's official visit to New Zealand.
The leaders threw a rugby ball to the programme’s inaugural students – Japan's national sevens female champions from Iwami Chisuikan High School – to kick off a rugby skills training session and officially launch the programme.
The Prime Ministers, current All Black Conrad Smith and Huriana Manuel, captain of the New Zealand women's sevens team and Black Fern, met and shook hands with each of the rugby players before they went through their training paces.
In the lead up to Japan hosting the Rugby World Cup and Summer Olympics Prime Minister Abe has announced a government goal to improve English language skills and increase sporting capacity amongst youth.
"As a country with an envious track record of developing the world’s best rugby players and a top quality education system, New Zealand is well placed to help the Japanese government meet their goal," says Grant McPherson, Chief Executive, Education New Zealand.
The Game On English programme matches English language providers with sports academies to deliver centrally-organised, bespoke courses for young athletes.
"Growing export revenue from international education is a key part of the Government’s Business Growth Agenda. Programmes such as Game On English are aligning New Zealand’s educational expertise with demand in the global market."
Japan is now the third largest source of international students to New Zealand.
"Our success as a country will be determined by our level of connectedness with the rest of the world. Education is one of the best ways to build international linkages.
"These students will act as ambassadors for New Zealand education promoting the quality of our education system when they return to Japan," says Mr McPherson.
The Iwami Chisuikan sevens team are studying English at the English Language Centre of Auckland Institute of Studies (AIS) in the morning and training with Auckland Rugby Academy in the afternoon for the month they are in New Zealand.
"New Zealand is very different from Japan, but the people here made it really easy for me to adapt and feel comfortable. I enjoy being able to communicate freely with people from different backgrounds in class, and the support we get from teachers is invaluable," says Iwami Chisuikan player Aoi Kurokawa.
"Kiwis train differently – they emphasise technique and make training fun. I would like to bring what I learned back to Japan."
Ran Aoki is also enjoying her rugby in New Zealand. "The best part of the programme is the training. Auckland Rugby make it fun and give invaluable comments and feedback."
"Kiwis value the quality of training in a given timeframe over accumulated hours which allows us to get the most out of our short stay in New Zealand.
"I learn English all around – in class, whilst training, and at home with my homestay family!"
In two weeks a second group of Game On English students will arrive from Japan.
Eleven secondary school players from Kanto Super League will be based in Dunedin - studying English at the University of Otago Language Centre and receiving rugby training from Otago Rugby Football Union and local Dunedin high schools.
Both groups of students are in New Zealand at the invitation of the New Zealand government to pilot the programme.
"It is our intention that Game on English will be rolled out nationally and New Zealand will support Japan in achieving their English language and sporting ambitions in the next five to six years and beyond," says Mr McPherson.
We will evaluate the pilot programme over the next month and advise the next step in due course.
Alumni invaluable at fairs
A first-time participant at an international education fair, Alexandra was keen to present Wanganui High School from both a student and staff perspective. She was very pleased with the results.
“Sujin has an insider’s knowledge of our school and the New Zealand education system. Students and parents felt as if they were getting a genuine opinion from Sujin, not just from a marketer selling a product,” said Alexandra.
For her part, Sujin was delighted to give something back. She studied over years 9 to 13 at Wanganui High School, finishing in 2008, and was keen to share her experience with others considering doing similar.
“It’s been really special. I never thought I could do this and help people by explaining my thoughts and experiences,” said Sujin.
Sujin says she finds New Zealanders “incredibly friendly, welcoming and open”. The best part of school for her was the opportunity to choose from a wide range of subjects such as drama, photography and psychology.
On returning to Korea Sujin completed a BA in English literature and business at Dankook University. Now seeking the right professional path for her, she currently teaches English to high school students part-time.
“I felt very sad that they were memorising the vocabulary but couldn’t actually use the words in a sentence. I do lots of speaking and listening with them – once they get used to it, they find it really fun.”
Regional Director Lisa Futschek said: “It was great to see Alexandra and Sujin working so well together. In addition to the essential Korean language skills Sujin brought to the discussions, it was clear the families valued the opportunity to speak directly with a Korean student who had studied recently in New Zealand.”
Alexandra was in no doubt about the benefits of having a member of the Wanganui High alumni on her stand: “If Sujin hadn’t been there with me, we wouldn’t have achieved what we did. The conversations were fruitful and authentic. For me it was like having family with me on our booth.”
And it truly is a family affair at the high school - Sujin’s brother is currently finishing his year 13 studies at Wanganui High School.
Farm Cove Intermediate and Luoyang International School: Sister Schools
International education a priority
At Farm Cove Intermediate (FCI) international education goals are included in our strategic documentation, as this is an area of high priority. We recognise the importance of our FCI community becoming Asia-equipped with our Asian neighbours now such a significant part of our lives. However, our FCI links with Asia go far beyond obligation and responsibility as we get so much enjoyment from sharing with both students and teachers from other cultures. Since our first group arrived from Japan 27 years ago, we have experienced the enormous value of celebrating cultural diversity through our hosting of international students from Asia.
Sister School relationship established
We’ve particularly enjoyed hosting students and teachers from our sister school, Luoyang International School (LYIS), which is in Luoyang City, Henan Province, China. Our relationship with LYIS began with a surprise email from their Principal, Jason Tsai, in 2012. He had visited our school when he was working in Auckland several years ago. His aim was to connect with an Auckland school and he believed that we would be a good fit to host a group of his students for short visit. We learnt that LYIS was four schools in one, from pre-school to college, and that students boarded five nights a week. This modern school of 2500 students was built only four years ago and has a focus on English language learning and using a variety of teaching methodologies. Our planning all came together and, in less than a year, 15 students arrived for a four week stay, accompanied by the principal and a teacher. The teacher spent her time working alongside our teachers, while the students mixed freely with their classmates and quickly became part of our school. The visit went so well that they visited us again in 2014, when we signed a sister school agreement to further promote teacher and student exchange and broaden our educational horizons by adding a global perspective. We agreed to join hands as sister schools and seek opportunities for purposeful, genuine and authentic communication.

Collaborative Poetry- a challenge but fun. Students were given Chinese names by the students.
Sister school visit enabled
After an initial scoping visit by four FCI teachers to LYIS, and with the blessing from our Board of Trustees we decided to take a group from FCI to China. Support from ENZ’s New Zealand China Sister Schools Fund enabled us to take two teachers on the visit.
The trip far exceeded our expectations. It provided amazing opportunities, was so much fun and changed us all. There were many high fives, welcome to China hugs, hand-made gifts and songs sung as we mixed with the LYIS students. They had spent months preparing for us. We enjoyed lessons in practical science, calligraphy, Chinese music, English, Mandarin and physical education. A night in homestays allowed our students to get a glimpse into Chinese life; the food was really yummy and the excursions to local points of interest were truly memorable.
Our trip to LYIS really advanced our sister school relationship. We have developed life-long friends and deepened our understanding of Chinese culture and the Mandarin language. Our learning flowed out across our school and the wider community, as we shared our daily experiences through social media while we were on the road, and presented to our whole school on our return.
Relationship set to grow
Planning is underway for a group from LYIS to visit us, and for a larger group from FCI to return to Luoyang in 2017. Short-term teacher exchanges are also being discussed.
Students greatly enjoyed learning the art of calligraphy.
Tips and insights
If you’re thinking of establishing a sister school relationship in China, here are some things to consider.
- Do you have the support of your school community for such a venture – including your Boards of Trustees, teachers, parents and the students? You will need all of these stakeholders to support a successful relationship.
- Are there good lines of communication between the school in China, or their agent, and your school? This is essential, so that clear understandings and expectations are established and the potential for any misunderstandings minimised.
- How easy is it to travel to the Chinese school from New Zealand and for them to travel to you, and how long will it take to complete the journey? China is vast, and it can take three or more flights plus a lengthy train or coach trip to get to some districts.
- How much will it cost each participant? The cost for families to send their child on the trip, plus the cost of sending the teachers, needs to be calculated. It is important that the group has a clear understanding of what is and is not covered by the trip budget.
- What sort of preparation is required by students, teachers and parents? Good preparation – especially on the part of the students – is a critical factor as it underpins the success of the trip. You can support the preparation for Chinese students to come to you by sharing facts, photos, videos and links through social media. At FCI we put a lot of emphasis on teaching our students to be excellent hosts. In our experience, students travelling to Chinese schools take about ten weeks of lessons and three family meetings to gain the knowledge and skills that will enable them to have a positive experience.
- Will your students feel comfortable in the Chinese school environment and vice versa? China is a very different culture, even more so as you get away from the big cities. Similarly, life in your community is likely to be a totally new experience for the Chinese student. It is our view that children need to experience cultural differences, but not be challenged to the point where they are overwhelmed.
- What does the district around your school and their school offer which would be of interest for the students? Visiting special points of interest in the local district adds significantly to the experience for the students.
We really value our sister school relationship with LYIS in China. By hosting them twice and visiting with both a staff group and later with a student group, we are recognising more and more similarities between our cultures, and learning to appreciate the differences. Future exchanges will allow us to have more fun, too, as we develop an even greater understanding of one another.
We are very much looking forward to FCI LYIS China Trip 2017.
Linda Harvie, Principal - Farm Cove Intermediate School
Letter from the CE on India student market
India is and will continue to be a large part of the international education industry. The vast majority of Indian students who study in New Zealand make a very valuable contribution to our campuses, our workplaces and our society. Every day Indian students, alongside other international students, are helping New Zealand to build its research capability and global linkages, to fill skill shortages and to enrich New Zealand culture.
However, we do currently have a small number of students from India facing potential deportation because of issues with their visa, or with illegal behaviour while they have been in New Zealand. Separately, students affected by the recent sale of an Auckland private training provider are being supported to transfer to a new provider to continue and complete their studies.
There have also been disturbing stories about some cases of the exploitation of international students from employers and others.
New Zealand government agencies are working closely together on these issues, to ensure all students are treated fairly and are well cared for, and to protect New Zealand’s educational reputation. This joint-agency work on international student wellbeing has focused in recent months on Auckland where the majority of international students are located, and involved a range of community meetings and student focus groups to ensure student needs and concerns are being heard and addressed.
It is vital that New Zealand maintains high standards across the international education industry.
It is also important that these events do not tarnish the reputation of an entire community nor devalue the significant contribution that international students from India and elsewhere, and our education providers, make to New Zealand.
To all of us involved in international education, it is a timely reminder to honour our obligations and responsibilities to students. We all – providers, agents, employers, community and ethnic groups, government agencies and other support services – have a role to play in a successful international student experience.
When I talk about shared responsibilities, I am talking about government agencies which set the regulatory frameworks (including setting rules around proof of financial means), and agencies like Education New Zealand which promote New Zealand’s education opportunity offshore. I am also talking about providers which offer students – domestic and international – a wide variety of education programmes. These programmes can act as a stepping stone to further study in New Zealand or overseas. They can also provide a pathway to residence if a student gains the skills that are in demand in New Zealand. At other times, they are very much about the overseas experience.
Education agents and students also have a responsibility for great student experiences. There has been a lot of communication about the obligation on New Zealand providers to manage their agent relationships. Information sharing on agent performance is a key part of Immigration New Zealand’s strategy to support providers’ decisions on the agents they work with. Providers can expect to see greater government engagement on this area of compliance with the new Code of Pastoral Care.
We also have a collective responsibility to share and promote the positive contribution that international education makes to our communities.
We believe that students too have an obligation to come here with genuine intent – that their primary purpose is to study and that they have the means to do so. Working in New Zealand while studying is a way to complement the classroom skills they learn and to really engage with everyday life. It is not intended as a lifeline to cover living costs which can expose vulnerable students to the risk of exploitation.
Of course, New Zealand employers are important contributors to the education experience as well. Everyone in New Zealand has the right to protection through minimum work rights, and we expect employers to uphold New Zealand employment law. We continue to encourage individuals to come forward if they have specific examples of workplace mistreatment. This is the only way we can address these issues.
We are also working alongside the New Zealand communities of international students because we see this as crucial to good outcomes. It helps to bridge the gap that may exist through the different cultural contexts which operate and where, for example, some international students aren’t aware of their rights and protections under New Zealand law.
Of the students and former students facing deportation, some are in New Zealand unlawfully, some have been found to have submitted fraudulent visa applications, and some have committed crimes here. It’s critical that only those who have the right to be in New Zealand remain. This helps to support a quality system for the majority of international students who have, and continue to come here with, genuine means and intent.
Lastly, we acknowledge the role of education providers in this process – we do not accept poor performance. For the hundreds delivering high-quality education programmes in New Zealand, the outcomes for international students are obvious. Education New Zealand has numerous student stories of success. For the small number of providers not performing, agencies are taking appropriate action, not all of which makes it into the public arena, and for good reason. But I can say that agencies are working together more closely than before, sharing information to support change where it’s needed and to continuously improve the New Zealand education experience.
International education is one of the most powerful ways to connect us across the world. Let’s all continue to take responsibility for our part in it.

Grant McPherson
Chief Executive, Education New Zealand
International students awarded for ICT excellence
Ruslan Levenets, who originally studied law in Russia, came to study in New Zealand in preparation of a career change.
“I had some practical skills and interest in IT, but my main motivation for study was to have a strong theoretical background,” said Levenets.
Ruslan was awarded most outstanding student for the Graduate Diploma in Information Assurance and Security. The award was sponsored by ISACA, an international professional association for IT governance.
Mike Binkhorst, president of the Wellington chapter of ISACA, believes supporting top students is an important part of building the future of their industry.
“We're keen to encourage people into the profession to make a difference in the field. ISACA promotes frameworks and standards in IT to improve governance and security. Education and supporting the next generation is a big part of that,” said Binkhorst.
Alexander Sokolov with Alisdair McKenzie

Also achieving excellence in IT was Alexander Sokolov who was awarded most outstanding student for the Graduate Diploma in Information Technology. He received his award from Alisdair McKenzie, a member of WelTec’s IT Industry Partnership Committee.
“WelTec’s Industry Partnership Committee offers guest lectures, takes interns and reviews WelTec's IT programmes – all so that they deliver what the industry is needing,” said McKenzie.
“We work to ensure that the tertiary education sector is harmonised with business and industry requirements.”
Ian Hunter from WelTec’s School of Business & IT said the involvement of industry associations makes a significant difference to the way WelTec students are taught.
“Our students are working on real scenarios and real problems as part of their academic programme,” said Hunter.
Swedish students experience New Zealand at ACG
ACG has partnered with a number of private Swedish high schools as part of a sister-school project, which saw a group of Swedish students and teachers land in Auckland in mid-February for a New Zealand study experience.
The Swedish students are from the Swedish IT High Schools in Helsingborg, Gotheborg and Uppsala. During their three weeks in Auckland, the students have divided their time between ACG Senior College and ACG Yoobee School of Design – exploring practical study and pathway opportunities.
As well as experiencing the daily life of an Auckland student, the Swedes have also enjoyed a variety of activities, including day trips to Waiheke Island and Tiri Tiri Matangi Island.
Evelina Friman, from Gothenburg has enjoyed her experience, and said she would definitely recommend New Zealand to other students.
“The city, diversity and people are amazing. The teachers and the schools that we attended were great as well. The locals are very friendly and make you feel like part of the community.”
“I enjoyed ACG Yoobee School of Design the most – to have the opportunity to film in such beautiful nature is a blessing.”
Each year through a programme called Atlas, the Swedish government provides funding to high schools looking to establish international links with schools from around the world.
ACG’s Director of Marketing, International, Kim Harase, half Swedish herself, was quick to respond.
“For ACG, this is a great opportunity to develop an exchange with like-minded students and teachers from a country that shares many values with New Zealand, including a love of nature, respect for individuality and a commitment to interaction with the world,” said Kim.
Last year, ACG invited a group of Swedish teachers to Auckland and together developed the project to send the first Swedish students to ACG. Further visits from Swedish teachers and principals in 2016 saw interest grow in New Zealand as a study destination.
Olga Elli, ENZ’s Education Marketing Manager – Europe, said teachers and students in Sweden know New Zealand for its quality education system and lifestyle balance.
“Many Europeans view New Zealand as a place to learn both in and out of the classroom. The ‘adventure’ of study in New Zealand is what drives many Scandinavians to come here,” said Olga.
The students will head back to Sweden at the end of this week, but ACG is already planning to reunite them with their new Kiwi friends.
“The long-term plan is for New Zealand students and teachers to go to Sweden as part of a genuine two-way exchange,” said Kim.
“We are delighted with the experience and look forward to further expand the collaboration.”
Connecting people to change the world
Dr Brimmer, who is Chief Executive, NAFSA Association of International Educators, also highlighted the strong partnership between NAFSA and New Zealand as being a great way to foster support for international education.
“Our academic ties enable us to build civil societies. International educators, including generations of NAFSANS, are part of this legacy.
"So it is even more important that we maintain academic ties and collaborations at a time when international education is affected by global trends that have seen a dangerous rise in protectionism and a nationalist rhetoric.
“We must acknowledge the challenges of the present, retreat is not the answer. Barriers alone will not protect us, we are part of the solution, part of a globally interconnected economy,” Dr Brimmer said.
NAFSA has been working to ensure US campuses are welcoming for international students, especially after executive orders that instated travel bans against specific countries from travelling to the US.
Dr Brimmer said the orders caused a great deal of uncertainty and NAFSA joined the community in opposing these orders.
NAFSA has also been involved in a range of initiatives such as the #youarewelcomehere campaign on US university campuses and a special welcoming week in September to make international students feel welcome and safe.
Dr Brimmer noted that both the US and New Zealand are countries that value equality, inclusion and opportunity and have a long history of shared interests and collaborations. She said fear should not stop us from pursuing these ideals.
“NAFSA is committed to building bridges, not walls. I am confident that we will succeed in building a more global, internationally engaged global community,” Dr Brimmer said.
Christchurch takes education to China
Karen Haigh, ChristchurchNZ Market Project Manager, said the event series was possible due to the highly collaborative way that Canterbury education providers work together.
“Collaborating offshore enables us to present the pathway opportunities for students, and highlight the lifestyle opportunities that make the study experience in Canterbury unique,” she said.
The collaboration continued within ChristchurchNZ, the new city promotion agency that brings together economic development, tourism, major events and international education. For the first time since coming together, the ChristchurchNZ International Education and Tourism teams decided to work together offshore, promoting Christchurch tourism alongside study opportunities.
ChristchurchNZ’s tourism goal for 2025 is to prioritise stronger relationships with export education to better leverage the reciprocal benefits, and increase value for both sectors.
Alistair Crozier, New Zealand Consul-General in Chengdu, said the collaboration between the tourism and education sectors was a no-brainer.
“The inclusion of a tourism element shows that education promotion can be more effective with cross-sectoral synergies, and that raising visitor profile is a key part of student attraction.”
The delegation took part in the ‘Experience Christchurch: New Zealand Education Expo’ in Chengdu, which was part of the New Zealand Consulate’s first ever ‘New Zealand month’ in Sichuan. The event was supported by the Sichuan provincial government education department, which Christchurch Educated has had a growing relationship with since signing a memorandum of understanding in 2014.
Christchurch delegates with invite agents at the ‘New Agent seminar’ at the New Zealand Consulate in Guangzhou.
More than 250 Chinese junior high school students and parents attended, along with the University of Canterbury, Ara Institute of Canterbury and a number of schools.
Karen said the event included interactive introductions to New Zealand and the New Zealand education system, as well as a workshop on ‘Maximising opportunities through international study’ and demonstrations of New Zealand classes.
“The focus was on getting the students to really experience New Zealand education through lots of interaction and participation,” she said.
Alistair said the event, which finished with a fair-style session where students could meet providers and find out more about their institutions, was an excellent showcase of New Zealand education.
“The format, delivery and experience was highly innovative and engaging. The interactive activities, including the classroom sessions, gave students great exposure to New Zealand culture and learning.”
The delegation also held a ‘new agent’ seminar and speed-dating event in Guangzhou, as well as Canterbury Agent Awards luncheons and dinners for the region’s priority agents in Chengdu, Shanghai and Guangzhou.
These events were supported by ENZ representatives Adele Bryant and Felix Ye, and Consulate-General representatives Alistair Crozier, Michael Zhang, Megan Birnie and Rachael Maidment.

Christchurch delegates with invited agents at the ‘New Agent seminar’ at the New Zealand Consulate in Guangzhou.