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Update from Immigration New Zealand
Immigration New Zealand is introducing a new Short Term Graduate Work Visa and extending Post Study Work Visa eligibility to better align graduate pathways with New Zealand’s skills needs.

These changes will support growth in international education, while ensuring graduates are well placed to move into work that meets New Zealand’s skills needs. 

The changes include a new Short Term Graduate Work Visa and an extension of Post Study Work Visa eligibility to Graduate Diplomas at NZQCF level 7. The graduate must also hold a bachelor’s degree (completed in New Zealand or overseas).

These changes aim to attract and retain international graduates with valuable skills, while maintaining education quality and protecting New Zealand’s international reputation as a great place to live and work.

New Short Term Graduate Work Visa

Eligible international graduates who completed study in New Zealand will be able to apply for the new Short Term Graduate Work Visa from late 2026.

This visa provides up to six months of open work rights, allowing time to look for work and, where appropriate, transition to an Accredited Employer Work Visa.

Post Study Work Visa eligibility extending

From late 2026, eligibility for a Post Study Work Visa will be extended to graduates who:
- have completed a Graduate Diploma at NZQCF level 7
- studied fulltime in New Zealand for the full duration of the qualification
- have been enrolled in that qualification for the full duration (cross crediting or recognition of prior learning is not eligible)
- hold a bachelor's degree, completed in New Zealand or overseas (with no time limit on when it was awarded).
For more information and eligibility criteria for these visas, visit this link.
2026 International Student Experience Survey fieldwork is now live
Fieldwork for the 2026 International Student Experience Survey (ISES) is now underway, having launched on Monday 20 April. International students across all New Zealand education subsectors are being invited to share their views on key aspects of the student journey – from choosing where to study and preparing for arrival, through to orientation, education quality, living experiences, connections, work opportunities and value for money.

Last year, more than 5,000 international students shared their experiences of studying in New Zealand.

Key highlights included:
• 87% rated their overall experience positively, with 43% rating it ‘excellent’
• 92% rated their experience of people and connections positively

These results reflect the strength of New Zealand’s international education offering and the collective effort across the sector to enhance the international student experience.

The ISES plays a vital role in building a robust, sector-wide picture of the international student experience.

We would like to sincerely thank the international education sector peak bodies and education providers who are supporting the survey and helping to maximise student participation.

Survey fieldwork will run until late May, and we look forward to sharing the insights from this year’s survey with the sector later in 2026.

If you have any questions about the survey, please get in touch with ENZ’s Senior Insights Analyst, Kyla Steenhart at kyla.steenhart@enz.govt.nz.
Key insights: Global Brand Health & Awareness Survey 2025
Date: Wednesday, 29 April, 12.30pm NZT

Join us for an exclusive sector webinar unpacking the findings from the Education New Zealand Manapou ki te Ao Global Brand Health and Awareness Survey 2025.

Conducted in October 2025 across nine priority markets, this research offers the most comprehensive picture yet of how New Zealand is perceived as an international study destination. The survey captures insights from prospective students aged 16-24 as well as parents in key school markets, providing a robust view of decision-making influences across the study journey.

The results establish an important new baseline for understanding global awareness, preference, and the factors shaping international education choices in an increasingly competitive environment.

In this webinar, we will cover:
• Awareness and preference trends for New Zealand across priority markets, including areas of standout growth.
• How New Zealand compares to major competitors including Australia, the US, the UK, Malaysia, Japan, and Singapore.
• Drivers and barriers influencing students and parents, and how affordability, migration pathways, reputation, and proximity are shaping global choices.

Why attend?

This webinar provides essential intelligence for providers, recruitment teams, agents, and anyone involved in international engagement. The insights will help you better understand global perceptions of New Zealand, anticipate shifts in student behaviour, and tailor your strategies to meet evolving market needs.

Who should attend?

• International directors and marketing teams
• Recruitment and admissions leaders
• Schools operating in international markets
• Agents and sector partners
• Policy, strategy, and market intelligence teams

Register and attend
Global demand for English language learning: A market still shifting
Globally, more than one million students undertook English language study across the major destinations in 2024, generating around 7.6 million student weeks.

That’s a significant rebound from the pandemic years, but still well below 2019 levels, when the sector reached over 1.3 million students generating more than 10 million student weeks. The expectation was that 2024 would continue the strong momentum seen in 2022 and 2023. Instead, growth slowed.

As Ivana outlined, this wasn’t due to a drop in interest in learning English. Demand remains strong. What’s changed is the environment around it.
Across many of the major destinations, governments introduced tighter visa settings, enrolment caps and more restrictive policies. At the same time, students and families have been dealing with rising costs, weaker currencies and increased uncertainty. The result is a more constrained and more selective market. In 2024, global student numbers declined by around 6 percent and student weeks by 11 percent compared with the previous year.

The presentation also highlighted that the shape of demand is changing.

Adult learners, once a core part of the sector, are declining across many destinations. In their place, younger learners are entering earlier, often for shorter stays. The average age of students’ first study abroad experience has dropped from around 15–16 years pre pandemic to closer to 12–13 today.

At the same time, traditional patterns of mobility are changing. More students are choosing shorter, more flexible experiences. Some are staying closer to home, supported by the growth of in country options and transnational education offers.

There’s also growing competition from newer destinations. Markets such as the Philippines and Dubai are expanding quickly, offering alternatives that can be closer to home or more affordable for students.

Taken together, these shifts point to a sector that is no longer simply rebounding, but actively reshaping. As Ivana noted during the session, the key driver is no longer just student demand, it is the interaction between demand, policy settings and economic conditions.

Download a copy of the report or view the presentation on our IntelliLab website.

Webinar on the global demand for English language provision | IntelliLab
Executive team
David Downs | Chief Executive

David Downs is the Chief Executive of Education New Zealand Manapou ki te Ao. David leads the organisation’s work to grow the value and impact of international education for Aotearoa New Zealand. He brings extensive international and marketing leadership experience, most recently as Chief Executive of the New Zealand Story Group.

Prior to this, David held a range of general management roles at New Zealand Trade and Enterprise, supporting New Zealand businesses to grow internationally, particularly in the technology sector. Earlier in his career, David held senior leadership roles with Microsoft across New Zealand and Asia Pacific. He is known for his strong understanding of New Zealand’s global reputation and competitive advantage, and for his passion for storytelling and connecting New Zealand to the world.

Sahinde Pala l Group General Manager, International & Sector Engagement

Sahinde joined ENZ in 2016 after 18 years working for a multinational group of English language schools. With a career dedicated to international education, she brought extensive private sector experience in international marketing, stakeholder engagement and student experience delivery to the organisation.

Sahinde has held a number of roles at ENZ working with education providers, government stakeholders, regional groups, peak bodies, students’ associations and community groups. She was heavily involved in developing the International Student Wellbeing Strategy.

Sahinde is based in our Auckland office and spends her time outside of work standing on the sidelines of sports fields supporting her young boys.

Anna Gestro | Group General Manager, International Marketing, Brand & Scholarships

Anna leads the strategy, delivery, and teams behind ENZ's global marketing, brand, and scholarships — focused on connecting students with opportunity and Aotearoa with the world. Her focus is on elevating Aotearoa's global brand, deepening student connection, and driving growth through impactful storytelling and strategic partnerships.

Her career spans over 20 years across marketing, strategy, and executive leadership in both public and private sectors. She has worked across global brand and commercial programmes for organisations such as Lion, Fonterra, and New Zealand Cricket — blending deep consumer insight with strategic delivery.

Anna’s experience also includes international roles in Singapore and New York, where she’s helped promote New Zealand’s innovation, values, and capability globally.

Anna is also a board member of Basketball New Zealand, where she brings her commercial and strategic expertise to the development of sport. Across both sport and education, she sees a common thread: the power to unlock opportunity, level the playing field, and connect people across borders and backgrounds.

Ed Tuari l Chief Advisor Māori

Ed is of Ngāti Porou and Te Whanau-ā-Apanui descent, and joined Education New Zealand Manapou ki te Ao in 2017. He previously worked in Dubai, United Arab Emirates for 18 years.

As Manukura, Ed develops and leads the Rautaki Māori (ENZ’s Māori Strategy), provides advice regarding cultural capability, and brings a Māori perspective to policy and project development.

A former primary school teacher for 10 years, Ed has experience in providing Māori bi-lingual and immersion learning within the New Zealand primary school sector. He also co-wrote and co-presented the first Māori language television programme for preschoolers for mainstream New Zealand television.

In 2012, Ed was named New Zealander of the Year in the United Arab Emirates by AIG, for his cultural and professional contribution to the New Zealand community in Dubai and throughout the Middle East. Recently Ed was the Kaipupuri-Cultural Advisor of the Aotearoa New Zealand Pavilion, entrusted with Kaitiaki o te mouri for Expo 2020 Dubai.

A graduate of Auckland University of Technology, Ed holds a degree in Māori Development, Language and Culture and a Diploma in Teaching.

Ed enjoys engaging in indigenous development initiatives, working towards the preservation and maintenance of tribal culture and heritage, and indigenous networking.
Our team
The ENZ team works together to grow awareness of New Zealand as a study destination and to support New Zealand education providers and businesses to take their services and products overseas for enduring social, cultural and economic benefits.

Through development of a world-class international education sector, we contribute to building a thriving and globally connected New Zealand.

We have approximately 100 staff in 18 locations around the world. In New Zealand, we have offices in Wellington and Auckland.

Our values, Ngā Manapou strive to create a culture of Aroha at ENZ; a place where we all value the beliefs and culture of ENZ staff. This culture of Aroha is underpinned by four values: Manaakitanga, Be one, Kaitiakitanga, Be Bold.

ENZ is structured into three business groups:
- Strategy, Capability & Performance
- International & Sector Engagement
- International Marketing, Brand & Scholarships
To get in touch with a member of the team, click here.
Symposium on offshore delivery, Wellington, Thursday 9 June
Do you deliver education products and services offshore? Are you considering venturing in to this aspect of international education and want to know more? Then come along to a one-day symposium in Wellington on Thursday 9 June to explore the opportunities, challenges and value offshore delivery presents.
Jointly hosted by Education New Zealand and Victoria University of Wellington, the symposium will be an opportunity to learn from local and international presenters about their experiences, and engage and share with colleagues in this specialised field. The programme will cover critical success factors, sustainable and collaborative models, quality assurance, explore markets and partners, and consider an online future.
Offshore delivery is a broad church, and includes the delivery of education through offshore campuses or partners, or via online courses.
Global opportunities for offshore education delivery abound, and a good number of New Zealand institutions and businesses are committed to developing their offshore ventures, especially in markets and niches where New Zealand is well-regarded.
In spite of this, it is estimated that only 3 percent of international students enrolled at New Zealand institutions are offshore, compared to 30 percent for Australia and over 50 percent for the UK.
If you are interested in coming along to the symposium please contact Business Development Manager Adele Bryant for a programme and registration details at: adele.bryant@enz.govt.nz or phone (04) 830 0810.
New approach for Korean middle schools
The Korean government wants to improve levels of student happiness, and move on from students validating their success and self-worth only in terms of academic performance. A priority is to support students to pursue “non-core learning areas” (such as music, arts, physical education, career exploration, club-oriented activities, etc). Each school will now designate a semester that is exam- and test-free to allow students to experience a wide range of these activities.
This approach represents a big change in the Korean education environment. To date these students have relied heavily on simple memorisation and rote learning instead of thinking creatively or critically. The government now expects students to freely discover their competencies and capability, free from the stress associated with exams. Korean President Park Geun-hye describes this initiative as a “key task to fundamentally change Korea’s education system”.
Under this new initiative, schools will teach students using diverse and engaging methods such as discussion, experiments, outdoor activities and team projects. Opportunities for students to engage with activities that may inform their thinking about future career options and/or future subject choices is also encouraged.
The initiative began as a pilot in September 2013 with 42 Korean middle schools (1 percent of all Korean middle schools). It was expanded in 2014 to around 800 schools (25 percent), and to 1,500 schools in 2015 (nearly 50 percent). This year, all 3,204 middle schools – and their 1.5 million students – will implement this approach.
Opportunities for NZ schools
This new way of working not only requires a significant paradigm change in thinking for educators and parents, it also requires Korea to develop new infrastructure outside the classroom. It may therefore take some time to fully develop.
This new initiative presents an opportunity for New Zealand schools; two groups of Korean parents may be interested in sending their children to study abroad during the exam-free semester:
1. Families that wish to take advantage of the New Zealand curriculum, teaching expertise and existing infrastructure in terms of these broader subject areas (especially opportunities to learn outside of the classroom that are available at New Zealand’s intermediate schools); or
2. Families that have a more traditional Korean academic education preference and wish to provide their children with an intensive learning experience (such as significantly develop their English language skills).
New Zealand schools may therefore wish to reframe their marketing collateral for parents to demonstrate the strengths of their school’s programmes to deliver quality educational outcomes for Korean middle school students during these exam-free semesters.
FAQs
What age and year level are Korean middle school students?
Students in Korea start school at age seven, rather than five, the usual age in New Zealand. Korean middle school students are in years seven and eight and aged 13-14 years. The table below compares the age and year of the two school systems.
What are the Korean school semester dates?
Korean school year is divided into two semesters, running from 1 March to mid-July, and from mid/late August to February.
Who decides which semester will be exam-free? Will it be the same semester for all schools in a region, for example?
Individual principals, in consultation with their school staff decide which semester will be selected as the ‘exam-free’ semester. This could be any semester between the first semester in the first year and the first semester of the second year.
Would this be an opportunity for students to spend the whole semester away from Korea, or are we talking about short (say 2-3 week or 4-5 week) programmes for groups?
This will likely be predominately an opportunity for individual students to study for a full semester in New Zealand.
That said, it is possible that schools with MoUs with Korean schools could promote an exchange or short course study abroad programme, but New Zealand schools who are interested in this should carefully canvas existing sister schools first to confirm whether this approach would meet the requirements.
What does experiential learning mean in Korea?
The following four types of activities have been recommended by the Korean Ministry of Education:
- Topic of interest: students choose topic(s) of interest and participate in a programme of activities around the topic, such as: entrepreneurship, design, animation, film, barista skills, smartphone app development, robotics, cooking, science etc.
- Arts and physical education: students undertake activities that are not part of their regular school curriculum such as: participating in a musical or in a band, curating, industrial design, or physical education activities such as sports leisure industry experience or exploring career options around soccer, dancing etc.
- Club activities: student clubs can be organised by students around topics of interest. These could be linked to other activities such as sports, career or volunteering such as a hospital volunteering group of 20 students who go to local hospitals to help out.
- Career: students discover what employment options await; giving a chance for them to begin thinking about the sort of work they would like to do in the future and to gather information that will help them make good decisions about the courses they will undertake when they enter secondary school. This could include going into workplaces to experience, observe etc. and could also include a career counselling component.
The New Zealand curriculum, teaching techniques and education outside of the classroom experience and infrastructure appears to be a good fit with this initiative.
Joint initiative supports school group visits
To make the most of every opportunity to grow international education in schools across the country, Education New Zealand (ENZ) and the Schools International Business Association (SIEBA) have established a ‘clearing house’ for school student group visits.
There is increasing interest from such groups in visiting New Zealand, particularly from Japan, China, Thailand and Korea. Schools aren’t always able to accommodate these visits however, so ENZ and SIEBA are working together to channel the enquiries through a clearing house that aims to say ‘yes’, as a starting point, to any request. The clearing house then works behind the scenes with its members to identify schools that are keen (and have the capacity) to host, determine appropriate pricing for the visit, and ultimately improve the experience of, and bring efficiencies to, group visits to New Zealand.
ENZ is promoting the SIEBA clearing house service to its in-market networks, including agents and schools who are considering New Zealand as a destination for school group visits.
The service is another ‘value add’ by SIEBA and is free to its members. If you are a school (irrespective of whether or not you are a SIEBA member) that receives requests to host a group but is unable to, ENZ asks that you forward the request on to SIEBA. For more information on the clearing house please contact groups@sieba.nz
In the 17 February issue of E-News, we let you know about the Ministry of Education’s new online form for state and state-integrated schools to make it easier to register visiting groups of international students. Find out more about this here.
Confidence in Christchurch
Murray Strong, Chair of the Canterbury Leadership Accord, joined Christchurch Educated Chair, Mike Hadley, in opening the day with a reminder of the Strategy vision and 2025 targets to lift student enrolments to 25,000 and economic value to $937 million. Murray noted that good progress is being made in a range of product and market development projects.
The Chief Executive of the Canterbury Employers Chamber of Commerce, Peter Townsend, indicated that, with $100 million additional investment each week, the Christchurch rebuild will maintain its momentum for some time to come. Drawing on material produced by the Canterbury Earthquake Recovery Authority, Peter emphasised the bright future for the city as a place to learn, live and work.
Peter noted that; “The future of this region depends on the way we apply technology to our natural capital on a platform of product and service integrity”.
He challenged our industry to ensure that “service integrity” is central to all we provide for our customers.
Carl Everett, International Director, Christchurch Boys’ High School, commented; “There was a lot of talk about innovation, being flexible and thinking of new ways to approach the market, and then sharing all of that information together – especially here in Christchurch, where we are particularly good at sharing.”
Deanne Gath, International Director, Kaiapoi High School, particularly liked the definition of collaboration suggested by keynote speaker, Education Consultant, Chris Clay; “I like the idea that collaboration is working together to an end goal, but not necessary all doing the same thing. It’s about not putting all our eggs in one basket, but trialling different things to see what works – with the end goal being that we all want to increase international student numbers in the Canterbury region,” she said.
The Conference was closed by Christchurch City Councillor Jimmy Chen, representing Mayor Lianne Dalziel, who emphasised the contribution of international education to the region and the commitment of local government to support future growth aspirations.
Above: Conference attendees