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Grow your business with the Skills Lab
At the heart of the Skills Lab is project-based learning. These projects are designed to give you top tips and advice that you can consume in bite-size pieces. The Skills Lab also allows you to post your own comments and share your top tips so we can develop a professional community.
Collaboration at the heart
The Skills Lab was born of industry feedback. In the 2015 Industry Survey, you expressed a desire for more professional development support, and in particular asked for online support in order for you to access content at a time and location that suits you.
We’ve since co-developed the Skills Lab with multiple groups of industry representatives, having taken into account your advice on the structure and features of the website, as well as on key content areas. We’re already working on a range of refinements that you’ve suggested, including on individual projects and website functionality.
Helping grow your business
The Skills Lab is already proving useful. Robbie Pickford, International Director of Takapuna Grammar School, told The PIE News at the New Zealand International Education Conference that the Skills Lab helped her institution learn about new markets.
“I’ve been in the industry for a long time and there hasn’t been that go-to place that I could get intel about the market, the country or the culture. The Skills Lab also encourages industry collaboration, with users able to upload their own information and expertise. There’ll be more and more information available for the sector. It keeps us growing and thinking towards the future,” Pickford said.
Kirstyn Mawdsley, Director International of St Hilda’s Collegiate School, also told The PIE News that the Skills Lab would be of particular benefit to New Zealand’s regional and smaller providers.
“We don’t have the same budget available as bigger programmes, and often we’re working in very small departments. Trying to keep up to date with everything and find professional development opportunities is quite complicated. The Skills Lab helps with that and also alleviates the distance barrier,” she said.
Content examples from the Skills Lab

But wait, there’s more!
The current version of the Skills Lab is just the beginning. We’ll continue to roll out new content, so stay tuned for more case studies and international education-specific content over the coming months. We’re planning more detailed and useful projects that will help you in your specific organisational context.
We’ll also be partnering with individual industry experts to bring you case studies and projects based on their successes. If you have suggestions on content, or would like to offer some of your expertise and contribute to a case study or project, please email us at skillslab@enz.govt.nz.
Sign up and participate
You can access the Skills Lab at skillslab.enz.govt.nz or from the ENZ website.
Make sure you watch the introductory video to learn how you can use this exciting new tool.
Note that only approved New Zealand education providers are able to access the Skills Lab and its content.
If you are experiencing any difficulty in signing up to the Skills Lab, please email skillslab@enz.govt.nz.
Wellington International Student Excellence Awards 2016
Twelve international students were acknowledged at the inaugural Wellington International Student Excellence Awards, held at Parliament on Friday 14 October. The awards, presented by Deputy Prime Minister, Bill English, recognise the region’s best all-round international students.
Wellington Regional Economic Development Agency (WREDA) Chief Executive, Chris Whelan, says international students are an important part of New Zealand’s education community, with the awards taking into account academic achievement as well as contributions made in sports, arts and the community.
“Last year, approximately 7,500 international students studied in Wellington. They not only make a valuable economic contribution, but make an important cultural impact on their school communities,” said Whelan.
“We’ve developed these awards to recognise the contribution made by individual students.”
The winners covered a range of ages, from a primary school pupil to PhD student, including:
To Quan Quach
As a member of young leadership groups including Vic Crew, Victoria University of Wellington Student Association, Kiwi Mate and AIESEC, To Quan Quach of Vietnam has made a significant contribution to internationalising Victoria University. To is also on the Business School’s Dean’s List for academic achievement.
Anamika Nampoothiry
Hailing from India, Anamika Nampoothiry has made a second home in Wellington, where she currently studies at WelTec, after previously studying at Queen Margaret College. Anamika was awarded proxime accessit in 2015, and a top IB scholar award. She is a dancer and singer, student librarian, and soon-to-be engineer.
Yang Xiao
Currently studying at Onslow College, Yang Xiao from China, has helped organise multiple fundraising and social events to encourage integration within school life and beyond. Yang plans to study at Victoria University before pursuing his dream of becoming a pilot for Air New Zealand.
Lothar Krumpen
Leaving Germany for Wellington’s Scots College, Lothar Krumpen soon made too many friends to leave his new home, and decided to continue his New Zealand study at Victoria University last year. As well as being a top law student and averaging A+’s in his commerce papers, Lothar has represented both Wellington and the New Zealand University hockey teams.
New Zealand students among the world’s smartest
The OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) assesses literacy and numeracy skills, as well as the ability to solve problems in technology-rich environments across 40 countries.
In news coverage of the report, the BBC’s Sean Coughlan noted that while international university rankings typically measured reputation, staff ratios and research output, PIACC was the first to compare the capability of students who have been taught in those universities.
“None of the countries in the top places make much of an appearance in conventional university rankings,” Sean said.
“In the QS World University Rankings, there were 32 US universities in the top 100, but only one from New Zealand, but graduates from New Zealand are higher achieving than their US counterparts.”
Andreas Schleicher, the OECD's education director said the results prove that ability levels vary hugely among people, even when they have similar qualifications, due to "major differences in the quality of higher education".
Key points:
- Adults in New Zealand scored above the OECD average in literacy, numeracy and problem solving in technology-rich environments.
- New Zealand’s immigrant population is one of the most skilled, highly proficient immigrant populations across OECD countries. English-speaking, foreign-born immigrants in New Zealand scored higher in literacy and numeracy than English-speaking, native-born New Zealanders. In all countries and economies, foreign-language immigrants tended to have lower literacy skills, but in New Zealand only 8.5% of English-speaking immigrants had low proficiency in literacy, compared to the OECD average of 22.3%.
- The differences in skills proficiency related to age, gender, education and social background were less pronounced in New Zealand than in other countries.
- In New Zealand, even more so than in other OECD countries, higher proficiency in literacy and numeracy had a positive impact on labour force participation and wages.
The full report on New Zealand’s scores can be found here.
The BBC news report can be found here.
Iran trade visit seals breakthrough deal for New Zealand universities
The visit secured several major education outcomes, including a ministerial announcement that the University of Canterbury, Victoria University of Wellington and Massey University would be reclassified as ‘excellent’ by the Iranian Ministry of Science, Research and Technology. These universities will join the University of Auckland and University of Otago, who have already been given the top ranking. These classifications play a significant role in guiding Iranian students in choosing where to study abroad. All of New Zealand’s universities are now classified in the top two categories.
Above: signing the Education Cooperation Agreement

A higher education co-operation agreement was also signed between Ministers, which provides a platform for increased academic and research co-operation between the two countries.
ENZ arranged several university recruitment events as part of the visit programme. Some 80 per cent of Iranian students in New Zealand are studying at PhD level. ENZ Chair Charles Finny, who led the education delegates on the visit, said this is a key area to build on.
“These initiatives will significantly boost our universities’ recruitment of Iranian students, particularly at the PhD level,” said Mr Finny.
“I look forward to New Zealand universities making the most of this opportunity in the coming years, and commend the University of Auckland, University of Canterbury and Auckland University of Technology for participating in this ground-breaking visit.”
US students: Adventurers and Future Makers
When talking to American students, Lewis found that most held positive views of New Zealand, but lacked any specific details of what study in New Zealand involved. It got him thinking about the four international student personas and, for the most part, Lewis said US study abroad students fall into two categories – Adventurers and Future Makers.
The Adventurer persona

“Adventurers are students who see study abroad as an opportunity to experience new things and places, and to have fun while learning more about themselves,” explained Lewis.
“Most of my time with these students was spent mapping out the closest mountains to their university of choice, or explaining how to road trip around the country.“Adventurers are students who see study abroad as an opportunity to experience new things and places, and to have fun while learning more about themselves,” explained Lewis.
“They’re an easy sell for New Zealand but there were a number of other students who weren’t as convinced.”
Lewis believes this second group of students are in the Future Maker category. For them, career outcomes are top of mind, and education is seen as the road to get there. Lewis said these students were concerned that New Zealand’s appeal to thrill-seekers meant that the academic components wouldn’t be up to standard.
“For these students, study abroad is a serious opportunity. Beautiful pictures of Fiordland aren’t enough – they need cold, hard facts of New Zealand’s high quality education.
The Future Maker persona

“Because of the perception of New Zealand as a place for outdoor adventure, many students were surprised to hear that they could study subjects like mechanical engineering, IT or physiotherapy in New Zealand, and that all universities ranked in the top 3% in the world.
“They also had many enquiries about internship opportunities and programmes that combine study and work experience.”
Lewis also saw that alumni play a powerful role in this market.
"At one fair, alumni from the University of Southern California were key in piquing the interest of their fellow students, sharing that their courses in New Zealand were cross-credited, and that the Tongariro crossing was just as beautiful as the pictures.
“That’s the balance needed – students who are able to attest to both the academic rigour of courses in New Zealand and the adventure opportunities.”
Solar-powered street lamp wins Unitec solar sustainability challenge
Zheng’s winning design was a dual-facing street light which looks like a sturdy bamboo stalk.
Originally from the Hebei Province in China, Zheng is currently in his second year of a NZ Diploma of Engineering at Unitec.
Unitec lecturer Anthony Lai described Zheng’s design as being fascinating, with clean lines and great aesthetics.
“I was very impressed, and in my own thinking, he was in for a chance,” he said.
Zheng recently spent his summer break working for a solar-power company in China.
After graduating from Unitec, he would like to work as either an engineer or a teacher.
Zheng won $3000 towards his course costs.
Zheng Sibo’s top prize-winning 3D design of a solar-powered street lamp.
Make the most of international student success stories
Richard Kyle, ENZ’s Industry Development Manager, said these stories are valuable assets for schools and should not be overlooked for marketing campaigns.
“Proof points are truly valuable assets for schools, and personalised ones such as student success stories are gold when working with agents and families who are considering study destinations,” he said.
“These success stories promote your school as well as the quality of New Zealand’s education in general, including the qualifications on offer such as NCEA.”
Here are just a few examples of international students succeeding in New Zealand:
Craighead Diocesan School, Timaru: Thirada (Yaya) Channawichote from Thailand is a talented artist and graphic designer and was awarded a New Zealand Scholarship in Design and Visual Communication. She received endorsements all through her NCEA studies, and was recently awarded scholarships to study Painting in the US at MICA University.
Pukekohe Christian School: Ren Monn Lee from Malaysia achieved a Top Achievement Award at the recent International Cambridge Awards Ceremony. Ren Monn received the top mark of any student in New Zealand in the June AS Geography exam, having completed the year-long course in just six months.
Marlborough Girls’ College: Minji Kim from South Korea gained Excellence at NCEA Level 2 and has been selected as the International Prefect for the school for 2017. Minji is now focussed on gaining excellence again in Year 13.
James Hargest College: Kawinwit Kittpalawattanapol was awarded a Scholarship in English and Tadsapon Wiwitawan was awarded a Scholarship in Photography (both students hail from Thailand).
Cambridge High School: International student Charles Zha was awarded in Mathematics with Calculus and received the highest number of NCEA Level 2 excellence credits in Year 12 at the school.
Congratulations to all students for their achievements, and we look forward to hearing many more success stories in 2017.
iD fashion event inspires emerging designers' global ambitions
The iD event is Australasia’s largest international emerging (that is, final-year student or recent graduate) fashion competition, and one of the world’s only events of its kind to showcase emerging designers’ work to the public.
On the right: Croatian designer Damir Begović.

This year, final-year University of Zagreb student, Damir Begović, won top honours against 42 other top emerging designers who had flown into Dunedin from all corners of the globe last week.
The 43 finalists from 19 countries were selected from a record 200 entries. Other winners came from Australia, England, Poland, New Zealand, Bangladesh, Japan and India.
A high-powered Dunedin team led by Otago Polytechnic Professor of Fashion, Margo Barton, has hosted the iD International Emerging Designer show for the past 14 years as part of the longer established iD Dunedin Fashion Show.
Dr Barton said the event was a wonderful platform for emerging designers to network and collaborate with each other; it was also a great way to showcase emerging talent to the world.
Dr Margo Barton

“One of the lines we use is [that] iD brings the world’s fashion to Dunedin and Dunedin’s fashion to the world,” she said.
“Networking and collaborating is a big part of what we love about the way the finalists work together. There is a genuine sense of collegiality backstage with finalists helping each other out with styling, and organising meet-ups in the future.”
Dr Barton says the event is an integral part of her team’s teaching practice in many areas and is a compulsory part of the third-year programme.
“OP students are given the opportunity to be directly involved in the event. They are backstage dressing, they work as event assistants, PR assistants, designer assistants for our guest designers and they get to meet the finalists, discuss their work with them, touch the garments, be exposed to new emerging technologies that they may have not seen before – as well as [acquire] new ways of looking at fashion from a different cultural perspective.”
Dr Barton says she can trace the influence of the event on many designers’ career trajectories.
“Finalists and winners who have gone on to launch their own labels successfully include local labels Maiike (Abby van Schreven), Twenty Seven Names (Anjali Stewart), and Ruby and Liam (Emily Miller-Sharma).
“Others have gone on to work for international fashion houses such as Tara Viggo at River Island and Shola Steele at Benetton-Sisley.”
OP attracts international students on the strength of iD’s reputation. In 2013, an Icelandic student, Rakel Blom, who studied at OP won the iD event.
Dr Barton says that wherever she goes in the world, such as when she’s attending fashion education conferences, the iD event is “always a topic for discussion” and she is always on the look-out for potential international collaboration opportunities.
Education New Zealand welcomes new Board member
Daniel was appointed to the Board on 13 December 2019 by Minister of Education Chris Hipkins.
ENZ Board Chair Steve Maharey says the Board is delighted to welcome him to Education New Zealand.
“Daniel comes to us from the school sector with a wide knowledge of education, experience in governance and a passion for international education. We are looking forward to his contribution at what is a challenging and exciting time,” Steve says.
Daniel began his career as a music teacher in Auckland. He has been the principal at Nayland College since 2015, where he has overseen a transformational shift in the school’s pedagogy and learning environment. His work was recognised at the 2019 Prime Minister’s Education Excellence Awards, when the school was selected as one of four national finalists in the ‘Excellence in Leading’ category. The awards panel credited the school for initiating a “values-based learning revolution”.
Under Daniel’s leadership at Nayland College, international student enrolment has increased by 40 percent. In 2020, the school will host 80 students from around the globe.
Alongside his role at Nayland College, Daniel is also the lead principal and governance chairperson for the Top of the South Trades Academy. In his spare time, he is an accomplished brass musician, playing trombone in a variety of musical groups around Nelson and serving as president of Nelson City Brass.
Indonesian students meet the KIWI Challenge
Now in its third year, this annual student entrepreneurship competition asks students from schools across Java and Kalimantan to provide innovative ideas or solutions, based on a given theme. Education New Zealand Manapou ki te Ao (ENZ) organises the competition in collaboration with Kopi Tuli (Deaf Cafe), a deaf community in Jakarta.
This year, ENZ has partnered with Massey University, which chose the theme of sustainable tourism.
The school groups will submit videos to a judging panel made up of Massey University academics and ENZ representatives. Submissions will be reviewed by the panel and finalists selected. The students will then be supported through a number of workshops and mentoring by the Massey University academics.
This mentoring will prepare finalists for their final pitch in the following weeks. After the final pitches are reviewed, the top three groups will be awarded vouchers worth IDR 2,000,000 – 10,000,000 and offered the opportunity to take part in virtual internships provided by Massey University.
Registrations and initial video submissions for KIWI Challenge 2022 have now closed and are currently being assessed by the panel. We received 36 videos from 18 schools across Indonesia – and they are competing to secure a place in the Top 5 finalists.
To date, ENZ has engaged more than 1,200 Indonesian students through the programme and each year has showcased a New Zealand university and a particular theme. Previous university partners were Lincoln University (Agribusiness) and the University of Canterbury (Education Technology).

“Now entering its third year, KIWI Challenge has grown into a unique platform for New Zealand and our universities to remain connected to Indonesian students in a meaningful way. Most importantly, we have worked together to identify themes that resonate with young Indonesians and then matched these with the expertise our New Zealand universities have to offer,” Chris Hipkins said.
“This year has seen another shift in topic, with student groups focusing on Sustainable Business and Entrepreneurship under the expert guidance of academics from Massey University. With the current challenges facing societies across the globe as a result of climate change, I’m looking forward to the ideas Indonesian students will develop this year in such a meaningful area.”
Professor Jan Thomas, Vice-Chancellor of Massey University, was also present at the launch event in Jakarta.
“We are honoured to be part of the 2022 KIWI Challenge, and to have the opportunity to inspire Indonesian students to tackle an issue of utmost importance to their homeland - tourism. Massey has many links to Indonesia, particularly through our research partnerships with the University of Mataram. It’s exciting to again be able to showcase our world-class teaching and research on foreign shores. Best of luck to all of the teams taking part in the KIWI Challenge this year.”
This year’s KIWI Challenge looks to build on the success of previous years and inspire youth to be engaged in entrepreneurial activities around important social issues, connect students from Indonesia with New Zealand academics and strengthen ties between Indonesia and New Zealand.