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  • NZ admissions staff key to sustainable industry

    There are relatively small numbers of people working in the area of international qualifications in New Zealand, so training and the sharing of knowledge is vital.

    To support this need for professional development, AUT and ENZ jointly hosted UK NARIC to run training sessions on 17 and 18 September for New Zealand admissions staff. The workshop also provided a valuable opportunity for admissions staff from around the country to share their knowledge and expertise.   

    UK NARIC is the designated United Kingdom national agency responsible for providing information, advice and expert opinion on vocational, academic and professional skills and qualifications from over 180 countries worldwide.

    The sessions were well attended and well received. Here’s some of the feedback, grouped under each of the four training session topics.  

    Evaluating International Qualifications.

    This session provided some guidance in the all-important area of qualification evaluation.

    • This session helped me to understand different models of education and evaluation process of international qualifications. Among the four traditional education models of: Anglo- Scottish, American, Humboldt and Napoleonic. The first two models are quite straight forward, unlike the last two!

    • Exercises in identifying which model to apply where, gave us better understanding of the entry requirements, duration, progression route and qualification comparison the various qualifications.

    • I now have a greater understanding on what to request and look for while checking and accepting documents.

    Degrees of Deception.

    This session looked at the worldwide problem of applicants presenting fraudulent documents to ensure a place in a learning institute.

    • The overview, general and brief as it was, gave me a starting point as to the kinds of alterations to look for when presented with a document for assessing.

    • A major part of an admissions staffer’s daily workload includes deciphering international documents and recognising the difference between acceptable and fraudulent qualifications. The NARIC training course has made me think twice and question things I may have otherwise not thought about.

    Education in China.

    This session gave an overview of the structure of the education systems in China.

    • As well as gaining a general understanding of the Chinese education system in different provinces, I found the session on numbers and dates in Chinese characters particularly helpful, as it helped me get a precise understanding of the course duration, start date and completion date in order to verify authenticity of the translation. Also, the exercise we did identifying Chinese characters to confirm the school and entry to higher education will help me to understand Chinese certificates more easily.

    • The other interesting exercise was identifying the authenticity of the certificate by looking at its serial number. After this session I am clear about how to read the transcript and the completion certificate.

    Education in North America.

    This session gave an overview of the structure of the education systems in North America.

    My top three takeaways from this session were:

    • There is no national qualifications framework in Canada, thus there is a lot of variation in education between the provinces.

    • There is also no national accrediting body in Canada to evaluate the quality of all degree programmes, although a number of regulatory authorities perform this function for programmes in professional subjects at both the undergraduate and graduate levels.

    • Many countries in the Caribbean have very few nationally accredited higher education institutions, so links with international universities to offer recognised qualifications are common

    Ways in which the training will change or improve the way I work:

    • More knowledge of the education systems in North America will make it easier and more efficient to assess applicants from this area, as less time will be spent looking up information.

    A particular challenge in my job that is now made easier since having the training:

    • The training provided specific information on the difference between vocational and academic Associate Degrees from the United States. This was useful as we only accept Academic Associate Degrees for University Entrance and it was previously not always easy to identify if the qualification was academic or vocational.

  • New Zealand strengthens its position as a study abroad destination for Brazilians

    Figures from the 10th annual Brazilian Educational and Language Travel Association (Belta) Seal Survey 2025 show that New Zealand has climbed to the sixth most chosen destination by Brazilians studying abroad – compared to seventh place in 2024. 

    The survey ran from February to April this year and brought together insights from 586 education agencies and 1,780 students from across Brazil to understand trends, behaviours, and preferences in the international education sector. 

    At the survey launch in May, ENZ Market Development Manager, Bruna de Natale, discussed the country’s growing relevance as a study destination for Brazilian students.

    Speaking at the survey launch event in May, ENZ Market Development Manager, Bruna de Natale said "The data shows that New Zealand has not only maintained its appeal but has also strengthened its position on the radar of Brazilian students, especially amid uncertainties in other markets."  

    Dive into the data  

    Language courses remain the most sought-after programs, accounting for 91% of preferences among the agencies surveyed.  

    Why Brazilian students are choosing New Zealand 

    According to the data, the main factors driving the choice of New Zealand as a destination are: 

    • High quality of life and safety 

    • Academic excellence with a focus on innovation 

    • Ease of obtaining a student visa 

    • Permission to work while studying 

    • Economically and socially stable environment 

    In addition, the growing demand for enriching cultural experiences, closer contact with nature, and the opportunity to develop socio-emotional skills has placed New Zealand in the spotlight — particularly among students who value a comprehensive education. 

    Additional insights from New Zealand-focused questions 

    A complementary survey, also conducted between February and April 2025 with 586 education agencies and 1,780 students across Brazil, highlighted specific factors influencing the decision to study in New Zealand. 

    The survey revealed that 75% of respondents who showed interest in New Zealand also considered it one of their top study destinations — ahead of countries like the United Kingdom and Canada. Students associate New Zealand with high-quality education, a good international reputation for its institutions, and globally recognised qualifications. 

    Additionally, New Zealand stands out for offering work opportunities during and after studies, socio-emotional skill development, and access to nature and outdoor activities — these factors align with current student preferences for holistic and life-enriching study abroad experiences. 

    If Brazil and/or any other Latin American country is part of your business plan for the 2025/26 financial year, please contact the in-market team via Latinamerica@enz.govt.nz. 

     

  • Game On, in Japan

    Among the over 60 guests who attended the event, were New Zealand’s Ambassador to Japan, Mark Sinclair; Senior Adviser to the Ministry of Education, Culture, Sports, Science and Technology, Shinichi Yamanaka; Vice President of the Japan Rugby Football Union, Masayuki Takashima; and Fonterra Japan President, Yasuhiro Saito.

    Those GOE student participants who were present spoke, in English, of how fulfilling an experience it was, and of their desire to come back to New Zealand for further study.

    15

    Twelve male high school students from institutions that belong to Kanto Super League spent time in Hamilton from mid-July to early August this year, receiving high level rugby coaching care of the Waikato Rugby Union as well as undergoing an intensive English language programme at the University of Waikato Pathways College.

    Ten female rugby players selected by the Japan Rugby Football Union spent time in Auckland in August, participating in a similar programme run by the Auckland Rugby Union and the New Zealand Language Centres.

    Fonterra Japan sponsored the Hamilton programme while Japan's Ministry of Education, Culture, Sports, Science and Technology provided financial support for the Auckland programme.

    Both groups of students stayed with local families while in New Zealand.

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    GOE Rugby was launched by Prime Ministers Shinzō Abe and John Key in July 2014 in response to the Japanese government’s goal to improve the English language skills and increase the sporting capacity of Japan’s young people in the lead up to Japan’s hosting of the 2019 Rugby World Cup and 2020 Olympics.

    Led by English New Zealand in partnership with the Essentially Group, GOE Rugby includes five top provincial rugby unions and selected premium English language providers based in locations throughout New Zealand.

    From November, the GOR Rugby will be available to high school groups from across Japan.

    For more information on the details of the programme, please contact Misa Pitt, ENZ Japan.

  • New Zealand-trained astrophysicist receives top honour in Malaysia

    She was awarded the prestigious Commander of the Order of Loyalty to the Crown of Malaysia, by Sultan Abdullah at his annual Honours ceremony. It carries the title of Tan Sri, one of the highest federal titles, and is only held concurrently by 250 living recipients. 

    Dr Othman studied physics at the University of Otago in the 1970s and returned for post-graduate study in the 1980s, becoming the first woman to graduate from the university with a PhD in Astronomy and Astrophysics. She then went on to forge a remarkable career in the male-dominated space industry.  

    Colombo Plan Scholar 

    Dr Othman came to New Zealand on a Colombo Plan scholarship. The Plan, a forerunner to our modern development assistance programmes, aimed to promote economic and social development in Asia through education and training.  

    Having fallen in love with physics as a teenager in the 1960s, Dr Othman didn’t discover astronomy or astrophysics until she arrived in Dunedin to study for her PhD in 1974.   

    “There were very few books available at that time and there was not much interest here in Malaysia, but it was very different in New Zealand,” she says. “Neil Armstrong’s landing on the moon in 1969 was a very significant event, but I didn’t think at that time that I would have space as a career. Not in a million years.” 

    Studying in New Zealand opened a world of opportunity for the young, Muslim scholar. Not only did she make a career in the space industry, but she became a leading authority, being appointed the Director of the United Nations Office of Outer Space Affairs in 1999, and the founding director of Malaysia’s National Space Agency in 2002. 

    She acknowledges it has been challenging at times. “It’s been a hard road because I’ve had to start everything from scratch. There was no set path to get to where I am today.” 

    Working to promote science and technology 

    She says her role at the UN was less about science, and more about diplomacy and politics. “How to balance one country’s requirements against another’s. Bringing people to the table together, even if they don’t agree, to try and agree on how to proceed. The other aspect of the job was to see how we could use space to enhance the development of developing countries, especially in science and technology.” 

    It is mostly her work at home for which she has been recognised by the King. As Malaysia’s first astrophysicist, Dr Othman was instrumental in introducing astronomy and space sciences into school and university curricula, advised the Government on space matters, was the driving force behind the National Planetarium in Kuala Lumpur, initiated the country’s National Microsatellite Programme, and headed Mega Science 3.0, the ambitious project to transform Malaysia into leading global player in science and innovation by 2050. 

    Justice and fairness in New Zealand education  

    But it all started as an international student in New Zealand, a time Dr Othman remembers as being both liberating and rewarding. “I particularly loved the egalitarian environment of the university, and that reflected wider New Zealand society.”  

    “There will always be a role for New Zealand in supporting education internationally through its cultural perspective on science,” she says. “There is no hierarchy in New Zealand science – professors treat their students as equals and encourage them to challenge and ask questions. That approach has stayed with me through my career. 

    “New Zealand education also instils a deep sense of justice and fairness.”  – Malaysia alumna and astrophysicist Dr Mazlan Othman. 

  • Record audience for early childhood education symposium with China

    This year, the symposium attracted a live audience of 350 attendees and a livestream audience of 100,000, well over the number of attendees in previous years. The symposium’s theme was ‘Advancing Inclusiveness in Early Childhood Education’.   

    The Early Childhood Education Symposium is an initiative between Education New Zealand Manapou ki te Ao (ENZ) and China Center for International People to People Exchange (CCIPE), a sub-agency of China Ministry of Education (China MoE).   

    The symposium provides a platform for New Zealand Early Childhood Education (ECE) institutions, academics, practitioners, and policy experts to engage in a cross-cultural dialogue. It leverages New Zealand’s expertise in ECE teacher training programmes.  

    This was the first year that a delegation of government representatives and ECE experts from New Zealand travelled to China to present at the symposium in person, which sent a positive signal to education partners in China about New Zealand’s strong focus on reconnecting and strengthening our education credentials in the China market.  

    The symposium’s live presenters from New Zealand included Dr Jane Ewens, Manager Early Learning, Ministry of Education and Fiona He, Director and Founder, TuiTui Educare/Universal Kids Early Education Centre. Dr Ewens presented an overview of the New Zealand Government’s policy focusing on advancing inclusiveness in early childhood education.  

    ENZ’s General Manager International, Lisa Futschek, who provided opening remarks, said the symposium highlighted the special education relationship between New Zealand and China and our long and fruitful dialogue in a variety of education areas.   

    “It’s fantastic to see how the symposium has grown and evolved since 2020. We were delighted to be able to travel there, grow our connections in-person, and enable collaboration between people across the education landscape in both our countries.   

    “2023 has already been an exciting year for rebuilding face-to-face connections for New Zealand and China, and the symposium just helped us build on that so wonderfully,” Lisa said. 

    ENZ General Manager International, Lisa Futschek.

    CAO Diefeng, Deputy Director General, China Centre for International People-to-People Exchange indicated in his opening remarks that the China-New Zealand Early Childhood Education Symposium has received extensive attention because of its scale and influence. It is highly welcomed by the education sector from both China and New Zealand and is becoming a key platform for early childhood education communication.  

    “The symposium exemplifies the sound education cooperation between our two countries and plays an important role in deepening substantive cooperation by both sides,” CAO Diefeng said. 

    Dr Jane Ewens said the information exchange was valuable to all audiences and demonstrated there are opportunities for the Ministry of Education to learn from our Chinese partners. 

    “We can create stronger educational ties and foster ongoing cooperation with China, aligning with government priorities. This could include exploring attracting Chinese teachers and students to New Zealand's early childhood education teaching workforce. 

    “There is also an opportunity for New Zealand practitioners and policy makers to consider and possibly integrate how China implements their curriculum as we develop curriculum resources for New Zealand Early Childhood Education kaiako (teachers),” Dr Ewens said. 

    Dr Jane Ewens from the New Zealand Ministry of Education presents the Policy Overview.

    This year’s symposium resulted in a range of valuable outcomes for New Zealand’s education relationship with China and for the sector. The symposium generated good visibility for New Zealand, with 45 media articles (accounting for almost four million views), which included reporting from top tier Chinese media. Many connections and leads for New Zealand participants were created during and after the symposium – one New Zealand speaker reported being approached by 50 Chinese counterparts after their virtual presentation. 

    Aside from the symposium, the New Zealand delegation’s key objectives included supporting a bilateral education initiative linked to the New Zealand-China Arrangement on Education Cooperation and Training, while showcasing New Zealand’s expertise in early childhood education practices and curriculum to audiences in China.  

    The visit provided a chance for the delegation to understand best practices in early childhood education from a Chinese cultural perspective that they could put into practice in New Zealand to better support learners from Chinese backgrounds. As part of the programme in Nanjing, the delegation visited two kindergartens and presented a panel session with academics and students at Nanjing Normal University. 

    If you are interested in the ECE Symposium or partnering with ENZ on this event in the future, please contact the ENZ China team at China@enz.govt.nz. 

    The audience in Nanjing take notes during the presentations.

    Attendees of the Hefei Shuangyou Education Group in Anhui Province watch the symposium online.

  • We offer flexibility, care and support

    At Education New Zealand, you will receive:

    - Five weeks (25 days) paid annual leave that will begin accruing from your very first day.

    - 10 days sick leave added to your balance from the day you start, and a top up of 10 days to your balance when you cross over your work anniversary (after 12 months). 

    -  Annual flu vaccinations.

    - Flexibility. We understand this is valued by our employees, therefore offer different kinds of flexible working around the location, days, and times you work while balancing the needs of ENZ, your team and you. 

    - Free access to a nearby gym and (free) personal trainer if you’re based in our Wellington office. 

    - Access to a resourceful Wellbeing Hub through our Employee Assistance Program (EAP), giving you access to confidential support and resources across key areas such as physical health, emotional wellbeing, lifestyle, and workplace support, along with webinars and eLearning modules. 

  • Rugby and English language-the competitive edge for Brazilian athletes

    Canterbury welcomed three male Brazilian rugby players in March this year for a five month period as part of a pilot Game On English programme. This is a partnership between English New Zealand and Education New Zealand (ENZ), provided by Christchurch College of English Limited (CCEL) and the Canterbury Rugby Union, with the support of the Brazilian Rugby Union and Christchurch Educated.” The programme combines daily language classes with high performance rugby training.

    The three students have been enrolled at the Crusaders International High Performance Unit’s Elite Programme and at CCEL College of English. They all have represented their country as part of the U19 Brazilian National Team. The players have immersed themselves in Kiwi culture including staying with local host families arranged by CCEL, and they have travelled around the South Island during their free time. The boys have had the opportunity to be coached by current All Blacks coaching staff including Mike Cron. They have also trained with some of the Canterbury Crusader Academy players!

    “The way people welcomed me here when I first arrived was overwhelming. Everybody here is so friendly, so welcoming, always caring about my wellbeing – my host family, my teachers at CCEL, and in the Crusaders. Everyone is really amazing. This made me feel part of the place. I never felt disconnected or isolated, which made me adapt and fit in really easily.

    “Coming to the rugby nation sounded just perfect to me: studying and improving my English in a full immersion programme, which you can only get in an English speaking country. The opportunity to live in a developed country where it is safe, clean and people are so friendly and polite, stay in the Canterbury region home to some of the top rugby players in New Zealand and in the world is amazing. To get to travel through the South Island of New Zealand, with its beautiful landscape, clear skies, the Southern Alps was wonderful. I can’t think of a better place for this”

    Bruno Araujo 19, who played for Brazil’s national U19 team and currently plays at Jacarei Rugby, Sao Paulo State, Brazil.

    In 2008 the Canterbury Rugby Football Union (CRFU) established an International High Performance Unit (IHPU). The CRFU has a long and proud history since it was established as the first Union in New Zealand in 1879. In 2012 Canterbury won their fifth consecutive provincial titles – no team has ever won five titles in a row since the launch of the competition in1976. The IHPU’s purpose is to offer select players, coaches, and support staff an opportunity to visit the inner workings of the   organisation in one of the world’s most beautiful and rugby fanatical countries. It includes five alumni players who participated in the 2015 Rugby World Cup.  The Crusaders coaching staff have nurtured and developed many past and current All Blacks including the previous captain Richie McCaw, Kieran Read and Dan Carter.

    You never know you might see these Brazilian students representing their country at the next Olympics.

    Click here to find out more. 

  • First Study with New Zealand Roadshow boosts New Zealand education’s presence in Sri Lanka

    Held from 5-8 March across Colombo and Kandy, the roadshow marked a significant milestone for New Zealand’s engagement in Sri Lanka, now among New Zealand’s top five source countries for international students. The programme built on more than 70 years of people-to-people connections and responded to growing demand for high quality, globally recognised education pathways.

    The four-day programme brought together 19 New Zealand education providers, including seven universities, seven institutes of technology and polytechnics (ITPs), and five private training establishments (PTEs) for activities such as high school counsellor briefings, partner and education agent meetings, and large-scale student fairs. 

    Nineteen New Zealand education providers who participated in the first Study with New Zealand roadshow in Sri Lanka with the New Zealand High Commission and Education New Zealand team in Colombo.  

    The activities established direct connections between education providers, prospective students, families and key education influencers in Colombo and Kandy.

    Delivered in collaboration with Thames International and supported by the New Zealand High Commission, the roadshow showcased a coordinated, whole of New Zealand approach to market engagement. 

    New Zealand High Commissioner to Sri Lanka, Bangladesh, Pakistan and Maldives, David Pine, highlighted the depth of the bilateral relationship and New Zealand’s long-term commitment to education cooperation.

    The programme delivered tangible outcomes, including the announcement of a new articulation agreement between the University of Otago and Sri Lanka Technology Campus, supporting clearer study pathways and enhanced visibility of New Zealand qualifications within Sri Lanka’s higher education ecosystem.

    To maximise national reach, ENZ supported the roadshow with an integrated, multichannel promotional campaign. The New Zealand Taught Me social media campaign achieved strong engagement, reaching over 908,000 users and directing more than 22,000 people to roadshow information. 

    This was complemented by long-term billboard campaign in Colombo, LED displays in both cities, a 45-day radio campaign on a local radio station, Gold FM, and extensive earned media coverage across television and print media.

    ENZ’s Regional Director – Asia (excluding China), Ben Burrowes said the roadshow played a critical role in raising awareness of New Zealand as a study destination.

    “Sri Lanka is a strategically important market for New Zealand,” Ben said. 

    “This roadshow significantly lifted the visibility of New Zealand’s education offering and demonstrated our long-term commitment to engaging directly with students, families and partners.”

    ENZ’s Market Manager – Sri Lanka, Monika Chaudhary, said the roadshow was an important step in responding directly to growing student demand. 

    “By bringing New Zealand education providers together in Colombo and Kandy, we enabled students and families to engage directly with institutions and gain a clearer understanding of the quality, range and long-term value of studying in New Zealand,” Monika said.

    The success of the inaugural roadshow has positioned New Zealand strongly in the market, supporting future student mobility, deeper institutional engagement and sustained visibility for New Zealand education in Sri Lanka.

  • Charles Finny's address to the India New Zealand Business Council

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    Charles Finny

    India and New Zealand have been friends and trading partners for a long time, and thanks to our Commonwealth heritage, our democratic tradition, and our shared love of cricket, we have much to celebrate.

    The Indian community here adds richness and vibrancy to New Zealand life, through great food, music, art and sport, diverse business ties, and annual festivals such as Diwali.

    New Zealand’s economic future is very much tied to our key trading partners. India is currently our 10th largest trade partner, and the Government’s vision is for India to become a core trade, economic and political partner. The importance of the relationship is reflected in the visit in April of the President of the Republic of India, Shri Pranab Mukherjee and, of course, our Prime Minister John Key will visit India later this month.

    We have been negotiating a Free Trade Agreement bilaterally for several years and we are both part of the Regional Comprehensive Economic Partnership (RCEP).

    One of the strongest parts of our relationship is in international education.   Last year international education was probably the largest single item exported from New Zealand to India.

    India is, and will continue to be, an important part of New Zealand’s international education strategy. 

    Every day, tens of thousands of Indian international students, alongside other international students, are helping New Zealand to build our research capability and global linkages, to fill skill shortages and enrich New Zealand culture.

    The India New Zealand Business Council is a valued partner in our international education strategy. A number of education providers and immigration and education consultants are Council members, and all members play an important role in ensuring Indian international students have a positive experience in New Zealand. You do this not only through recruiting and employing them in your businesses, but also in providing leadership in upholding high standards when it comes to their treatment and welfare.

    Many members of our Indian community have come to live in New Zealand after studying here. If we can continue to work together on skill development (and I’ll touch more on this later), then the transfer of knowledge, innovation and best practice will not only benefit the individuals involved but also our respective countries.

    Countries that have innovative and skilled workforces prosper and it is the education system of a country that nurtures those skills.

    The education experience that New Zealand offers is first rate. Our universities are world-class – all eight are rated in the top 3% globally, and we offer quality qualifications and hands-on vocational learning through our institutes of technology and private providers.

    This quality has clearly been recognised by the Indian student audience, as we have experienced significant growth over the last three years – from 13,000 to 29,000 students between 2013 and 2015.

    Such growth has demonstrated New Zealand’s strength as a world-class education destination, but it has also created some challenges as we adjust to manage this demand. I will spend some time outlining how the Government is ensuring a sustainable education sector – particularly for our Indian students and stakeholders.

    Our education system has strong government oversight, a commitment to continuous improvement and we place student success and wellbeing front and centre.

    We do this through a comprehensive framework of support, and many of us have a role to play here. These include the main government agencies, Education New Zealand, Ministry of Education, New Zealand Qualifications Authority, Tertiary Education Commission and Immigration New Zealand.

    Other key players include education providers and the agents they use, employers and businesses, community and ethnic groups and other support services.

    This extends also to our bilateral relationship – we have regular catch ups with the High Commissioner of India to New Zealand, Mr Sanjiv Kohil.

    All of us have a collective responsibility to ensure the experience of our international students is a positive one and results in positive outcomes for them and ultimately for our businesses and New Zealand society and economy.

    We welcome international students who come here with genuine intent and means. But New Zealand, like any sovereign country, will take steps to protect our borders and deal decisively with fraudulent or unlawful behaviour when we see it.

    Immigration New Zealand has invested heavily in intelligence gathering and verification support resources for immigration officers in India. As a result they have become more aware of risk and fraud in the market. 

    The visa decline rates from India are evidence of a significant effort by Immigration NZ to manage students and agents who submit false and misleading information in visa applications.

    Immigration New Zealand is doing a lot of work to educate providers about student selection, and the need to manage their agent networks.

    Immigration New Zealand and the Immigration Advisers Authority also ran a campaign in India earlier this year encouraging people to use a New Zealand licensed immigration adviser if they are seeking assistance to come to New Zealand.

    I think it’s important to acknowledge at this stage too that New Zealand is not alone in facing issues of student visa fraud and dishonest agent behaviour. The United States, Canada, Australia and other countries all face the same challenges.

    New Zealand government agencies are committed to acting in a fair and reasonable manner when dealing with students affected by issues of provider quality, or when students’ personal circumstances are, for a variety of reasons, less than straight-forward. Each student is dealt with on a case-by-case basis.

    The New Zealand Qualifications Authority, for example, is working with a group of former IANZ Level 6 students who were required to undertake reassessment to confirm their preparedness for study at another provider, EDENZ. More than 210 students will need extra support and assistance to get them to a standard where they can continue their studies. This is being provided to students at no additional cost so that they can move on from this period of change and continue their studies.

    And, throughout this process, advice, support and counselling is being made freely available to all of the affected students.

    Some of the issues that international students are experiencing are an important reminder that the majority of our international students are young adults, not only crossing geographical divides, many for the first time, but more often than not, cultural divides, away from the familiarity and care of family and friends.

    The New Zealand government agencies I mentioned earlier are working closely together on these issues, to ensure all international students are treated fairly and are well cared for – that they feel welcome, are safe and well, enjoy a high-quality education and are valued for their contribution to New Zealand.

    This joint-agency work on international student wellbeing has focused in recent months on Auckland where the majority of international students are located. It has involved a wide range of community meetings and student focus groups to ensure student needs and concerns are being heard and addressed.

    We must maintain high standards across our international education industry. Equally, we are determined not to let the actions of a small number of individuals damage the reputation of an entire community, nor devalue the contribution that students from India and elsewhere, and our education providers, make to New Zealand.

    Most providers are doing a very good job for their students. Satisfaction rates among students surveyed by the International Student Barometer in 2014 and 2015 ranged from 88% to 94% as being satisfied or very satisfied with their overall experience at their New Zealand institution.

    Government agencies are working with providers to address any issues with quality, including insisting they work with reliable education agents in India.

    Agents play a key role at the beginning of a student’s international education journey in ensuring that the students are informed and make the right choices, and know what to expect as a student in New Zealand.

    The reality is, the seeds of what will be a positive or negative international student experience are often sown before the student has even left India.

    Education agents are central to the Indian market, with more than 90% of Indian students using agents when applying to study in New Zealand. There are thousands of agents in India, and the Government is promoting the use of high-performing agents through:

    • Education providers having a responsibility for agent performance and advice under the revised Code of Pastoral Care, which I’ll talk more about shortly
    • Education New Zealand and Immigration New Zealand providing more information on agent performance to education providers and students, including through the Immigration New Zealand website
    • Education New Zealand revising the ENZ Recognised Agencies programme, to ensure we better support and promote the use of high-quality agents in markets such as India.

    I’m interested too in your thoughts as to what we can do together – at both a government and business level – to ensure that Indian students are working with genuine agents? Perhaps that’s something we can discuss at the end of this address.

    The onus is also on students to ensure they have the financial means to support themselves in their study, and to take responsibility for understanding the requirements to study in New Zealand, including the immigration requirements. When students apply for a visa, they must sign their application as a true and accurate record and have the documents to support their application.

    The cross-agency wellbeing work I mentioned earlier complements the pastoral care Code of Practice which New Zealand was the first country to introduce and which was recently strengthened with effect from 1 July.

    Only education providers who are approved signatories to the Code are allowed to enrol international students. To maintain this privilege, they are expected to meet high standards of service delivery, in accordance with the Code.

    The strengthened Code now means that providers are directly accountable for the behaviour of their agents. Expectations include carrying out reference checks of agents, having a written contract with agents, actively monitoring agents and terminating contracts where there is evidence of misleading, deceptive or illegal behaviour, or where an agent is breaching the Code. The focus is on creating sustainable growth by prioritising higher value, higher quality students.

    Tough sanctions are now available to deal with providers who fail to manage their agents, including the removal of the right to enrol international students. Enforcing the Code is the responsibility of NZQA who are working closely with Immigration New Zealand to ensure providers proactively comply with the Code.

    At the same time, as I mentioned earlier, international students also have an obligation to come here with genuine intent – that their primary purpose is to study, and 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 New Zealand’s everyday life. It is not intended as a lifeline to cover living costs.

    Not having enough money to support themselves creates vulnerable students who are easy to exploit.  This is the reason why Immigration New Zealand has a minimum level of fund requirement for international students to cover their time here.

    And of course when students do get jobs, New Zealand employers have a legal and moral responsibility to uphold New Zealand employment law, to pay for hours worked and to honour the minimum wage. Everyone in New Zealand has the right to protection through minimum work rights.

    I urge Council members to show leadership in modelling and upholding these rights in the Indian community, in your businesses and through your wider networks.

    We continue to encourage individuals to come forward if they have specific examples of exploitation. This is the only way we can address these issues.

    The support and input of the New Zealand communities of our international students is also vital to good outcomes.

    INZBC has a crucial role to play in helping to bridge the gap that may exist through differing cultural contexts, where, for example, some international students aren’t aware that their rights in New Zealand are protected.

    I’d like to applaud the contribution of INZBC members who acknowledge the opportunities that a New Zealand education can offer Indian students in terms of skills and knowledge transfer.

    To be truly successful we need to attract students who have the best potential for positive outcomes to New Zealand. These are the students coming to New Zealand to study high-value programmes that can put them on the path to further study, or to work in high-demand areas in New Zealand, India or across the world. 

    Our ‘target South’ India strategy focuses on attracting genuine students interested in pursuing high-level qualifications in our education market.

    As part of this strategy we established a presence in Mumbai in early 2015 and have since focused our promotional activities in the south and west of India where students have higher levels of visa approval rates and student mobility.

    This strategy involves promotion across a variety of channels, including digital, social and traditional media, promotional events and scholarship initiatives, academic exchanges, and education fairs.

    Education fairs continue to be a strong recruitment channel for us in India, providing outreach to students and families so they can discuss the benefits of New Zealand as a study destination. These fairs are well supported by industry, with more than 30 New Zealand providers attending each of our fairs this year.

    We will continue to adjust the locations and formats of fairs to anticipate local market conditions, and they remain an important part of ENZ’s India promotional strategy.

    We are trialling new initiatives in-market too. In August, ENZ partnered with New Zealand universities and Indian institutions to host a series of guest lectures by eminent New Zealand academics in cities in South India.

    The lecture series was extremely successful in raising awareness of New Zealand’s technical expertise in the areas of engineering, science and business, and building institutional partnerships between our countries.

    We have also boosted the numbers of scholarships aimed at Indian graduates interested in pursuing post-graduate study here. The New Zealand Excellence Awards, announced mid-year, offer scholarships to 35 Indian scholars at all eight of our universities. There is also the Christchurch Educated Skills Scholarship for India which targets post-graduate students studying courses in skill shortage areas that are directly related to the Canterbury earthquake rebuild.

    In closing, I’d like to repeat how much the social, cultural and economic contribution of Indian students to New Zealand is valued. I want to acknowledge again the Council’s part in that, as well as its important role in demonstrating leadership to the Indian business community when it comes to recruiting, employing and supporting Indian international students.

    While we all play a role in the welfare and outcomes of our international students, we also have a collective responsibility to share and promote the positive contribution that international education makes to our communities.

    As a result of the policy changes that we have already introduced you will notice that the number of Indian students coming to New Zealand will have reduced to levels similar to that we achieved in 2013.  As we solve some of the problems I have discussed today that number may slow further before starting to grow again. 

    Can I end by emphasising that over the longer term we look forward to welcoming as many high quality Indian students who want to come to New Zealand to study higher end qualifications who meet our entry criteria.  We look forward to working in India and here with stakeholders such as the INZBC to ensure that we have a sustainable level of Indian students in New Zealand and that this vital part of the bilateral relationship is not put further at risk by the actions of a few.

    Thank you.

  • New Zealand to be Country of Honour at China Annual Conference for International Education and China Education Expo 2025

    CACIE is the largest international education conference in China connecting professionals, researchers and international education stakeholders. The 2023 Expo hosted 18 national pavilions, attracting 364 institutions from 34 countries and regions with a total of 28,980 visitors, including prospective students. New Zealand has participated in CACIE for 19 consecutive years. 

    The Expo is scheduled for late October 2025 in Beijing, China.  

    Michael Zhang, Regional Director Greater China, ENZ said, “Being Country of Honour is not only a privilege, it is a significant opportunity to raise awareness of New Zealand’s education offerings to China and a wide audience, including government leaders and officials, education providers, agents and students.”  

    The invitation builds on the momentum from high-level education engagements with China in the past two years since the borders reopened, including Premier Li’s visit to New Zealand in June 2024, and two visits to New Zealand by Education Minister Huai Jinpeng in 2023 and 2024. 

    China is New Zealand’s largest source country of international students accounting for 35 per cent of enrolments in 2023, and a top destination for New Zealanders on the Prime Minister’s Scholarship for Asia.  

    Zhang said, “Education links are an important part of New Zealand’s relationship with China. Being Country of Honour is an opportunity to support our international education sector to strengthen their links with Chinese counterparts and build new connections. This will help enhance student mobility, academic and research collaboration, and people-to-people links.”  

    Education New Zealand leads New Zealand’s education engagement with China and supports our providers in-market. This includes managing bilateral education cooperation initiatives such as high-level dialogues, sectoral forums, student mobility channels, national-level education events and research programmes such as the long-standing Tripartite Partnership Programme. 

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