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  • Changes to English language testing

    NZQA has published the result of its consultation on proposed changes to its Rules, including the removal of Rule 18.6. Institutions will no longer be able to provide internal English language proficiency assessments.

    The change aims to ensure prospective students at TEOs have evidence of English language proficiency for enrolment. They must use one of the eight globally recognised international tests specified in Rule 18, such as IELTS and the Pearson Test of English.

    This is one of nine changes that will come into effect on 22 August 2018. A transition period for institutions that currently provide such assessments is allowed until 31 December 2018, if an exemption notice is applied for.

    As a result of the consultation feedback, NZQA and ENZ also identified an opportunity for New Zealand to develop its own standardised English language proficiency test.

    ENZ Chief Executive Grant McPherson says ENZ is now exploring how such a test could work.

    “We are having preliminary discussions to explore the feasibility of the industry developing a New Zealand-based language test which providers could choose to use.”

    For more information on the NZQA Rule changes please click here.

    Education providers should review their policies against the new Rules relevant to them, to ensure compliance for when they come into effect.

  • NZQA approves micro-credentials

    NZQA has announced the implementation of micro-credentials as part of  New Zealand’s regulated education and training system.

    Content: Micro-credentials, also known as badges, nano-credentials and nano-degrees, are stand-alone products that enable learners to access specific knowledge and skills in a cost-effective and time-efficient way. At 5 to 40 credits, they are smaller than qualifications.

    NZQA is currently reviewing the New Zealand Qualifications Framework. One aim of the review is to enable the framework to allow for the recognition of other types of learning, like micro-credentials. This will ensure the new framework reflects the evolving nature of work, globalisation and the impact of digital technologies.

    The move reflects the disruption we’re seeing in education delivery and potential for further online delivery.

    While many jobs will always require full qualifications, there is a growing number of cases where micro-credentials might be more appropriate, as people require new up-to-date skills to keep pace with the changing workforce.

    A micro-credentials system allows learners to ‘future-proof’ themselves by accessing a wide range of education and training options.

    In August 2017, NZQA undertook a micro-credential pilot project with a range of organisations, which revealed a high degree of interest in the concept from a range of individuals and organisations in New Zealand.

    For more information, please visit the NZQA website.

  • International Education Strategy 2018 - 30 launched

    “The New Zealand Government sees a strong future for international education in New Zealand,” said Mr Hipkins. 

    “My vision, is for international education to contribute to a strong, sustainable, high-quality education system with a vibrant international focus, and globally connected students, workers and education providers.”

    The International Education Strategy was developed by Government in consultation with international education stakeholders including education providers, international and domestic students, peak bodies and community groups.

    “The new Strategy marks a shift in emphasis from the 2011 Leadership Statement,” said Mr Hipkins.

    “In line with this Government’s commitment to measure success and wellbeing more broadly, you will see a stronger focus on social and cultural outcomes for New Zealand alongside the economic benefits.”

    The International Education Strategy sets out three goals and key actions for government agencies to give effect to the Strategy, as well as measures and indicators for success.

    ENZ General Manager Stakeholders and Communications, John Goulter, and Ministry of Education Senior Manager International Education Policy, Kate West, shared more detail about the Strategy as part of a Government update later in the day. 

    “The Strategy goals include achieving sustainable growth and delivering an excellent education and student experience,” said John. 

    “Developing global citizens – people who can study, work and live across cultural and national boundaries – is also a priority. This relates to students visiting New Zealand but also domestic students benefiting from an international component to their education, onshore or offshore.”

    The International Education Strategy launch followed the announcement of new post-study work rights for international students, by Minister of Immigration Hon Iain Lees-Galloway, on Wednesday.

    Designed to support the vision of the new strategy, the changes reflect a focus on high-quality education, and a clear pathway to residency for those with the skills and qualifications needed in New Zealand. 

    The International Education Strategy 2018-2030 is available on this link.

    Watch what delegates at NZIEC had to say about the new International Education Strategy 2018-2030 below.

  • Changes to post-study work rights

    The changes are designed to support the attraction of international students enrolled in higher levels of study, and in high-quality sub-degree courses that deliver the skills needed in New Zealand’s growing economy.

    Minister Lees-Galloway said the changes to post-study work rights will help ensure international students in New Zealand gain in-demand skills for our economic growth, incentivise study in the regions and help reduce the risk of student exploitation.

    “These new immigration settings will better match the skills that people study in New Zealand with the skills that employers need to grow their businesses. The changes preserve a pathway to residence for people with the skills and qualifications we need,” Minister Lees-Galloway said.

    “New Zealand is a nation that must compete on quality, not quantity. Our changes reinforce New Zealand’s attractiveness for international students and match up positively with our key comparator nations.”

    The Government wants to support the transition to these new immigration settings. These changes include a three year, time-limited incentive for international students to study outside Auckland. This is to ensure the benefits of international education are shared throughout all New Zealand regions, supporting the Government's aims to lift regional investment, growth and productivity.

    There is a three-year transition period, to enable those parts of the sector that are most affected by the changes (Institutes of Technology and Polytechnics (ITPs) and Private Training Establishments (PTEs) to be able to successfully transition, over time, to new immigration settings. It also supports the current ITP Roadmap 2020 work underway by the Tertiary Education Commission on the long-term viability of ITPs, while ensuring that Government goals for regional growth are not undermined.

    These changes will not impact current post-study work visa holders or current students who are undertaking a qualification that (once completed) will meet the qualification requirements as set out in current immigration settings.

    These changes support the Government’s broader plans for a high-quality international education system in order to generate educational, economic, social and cultural benefits to New Zealand.

    Click this link for more detail on the changes to the Immigration New Zealand website.

  • New Future Proof campaign to showcase Kiwi teachers

    The eight-week Future Proof campaign earlier this year achieved incredible results, including reaching over 33 million potential international students and achieving more than 14 million social media engagements.

    To continue the conversation, ENZ will evolve the campaign to focus on the role that high-quality teachers play in New Zealand’s ranking as best in the world for educating students for the future. We will share inspiring stories about our teaching talent with the world through videos and other web content.

    Patrick Holden, ENZ’s Digital Media Project Manager, says the upcoming campaign aims to raise awareness of the quality of our education, which research suggests isn’t fully appreciated in many of our markets.

    “In line with the newly-launched International Education Strategy 2018 – 2030, we’re aiming to reach students interested in studying high-value programmes in New Zealand by showcasing the world-leading Kiwi teachers and academics that will be available to them.

    “This second Future Proof campaign will run across October – November which is a key decision-making period for international students.”

    Students who engage with the campaign will be “nurtured through” to My StudyNZ to connect with New Zealand institutions and agents. Institutions can make sure they’re getting the most out of this recruitment opportunity by updating their profile on the Study in New Zealand website.

    “We’ll be putting a briefing pack together to help institutions leverage the campaign in their own recruitment activities. Keep an eye on future editions of E-News for this and further updates,” said Patrick. 

    Share your story

    Do you have a great story idea about a world-leading academic or inspiring teacher? If so, please email philippa.brown@enz.govt.nz and tell us why you think they’d be perfect for this campaign.

  • The X-factor: What makes an experience exceptional

    Led by Hayley Shields, ENZ’s Director Student Experience, and Jason Cate from TNS New Zealand, a breakout session at NZIEC 2018 did a deep dive into the key findings of the student experience in New Zealand, including economic wellbeing, education experience, social inclusion and health and wellbeing. 

    Hayley and Jason revealed the highest impact driver of student experience in New Zealand is education quality, followed by lifestyle, environment, and work and career.  

    “New Zealand’s key strength of education quality specifically relates to the sub-driver of teacher quality – the level of individual respect and recognition students receive from their teachers, and the contribution this makes to personal growth,” said Hayley.

    The research also shows that there are multiple drivers and sub-drivers impacting the student experience, including where the student is from, where they are studying, and at what stage of their study journey they are.

    “This suggests that New Zealand should continue to support the cultural integration of students and graduates in New Zealand and focus on social inclusion initiatives.

    “The longer students are in New Zealand, the more important relationships with locals are.

    Hayley and Jason at NZIEC“Improving experiences that may lead to full time work and career development was also a strong theme and the key experiential weakness in the study. Students expect to be able to access meaningful work experiences as part of their study experience in New Zealand,” Hayley said.

    The presentation concluded with some key messages for industry to consider:

    • Market what is unique and special about the New Zealand education experience as it is a differentiator.
    • Consider the key student experience drivers when designing student experience strategies.
    • Take a student-centred approach to design and delivery of the student experience.
    • How can the international education sector partner with communities to deliver a quality international student experience?

    Hayley said it is important to keep in mind that the quality of the student experience directly impacts the New Zealand international education brand.

    “The research confirms that student experience is central to international students’ motivations – both in coming to New Zealand and having a long-term positive affiliation with our country.

    “A successful student experience generates advocacy for New Zealand and will ensure the sustainability of the sector,” she said.

    The ‘Understanding the International Student Experience in New Zealand’ report can be found on Intellilab here.

  • Viet Nam: a school sector approach

    Viet Nam is a growing international education market for New Zealand, with particular opportunities in the school sector.

    Following an ENZ-commissioned report that proposed recommendations and opportunities for consideration in the market, ENZ has worked with SIEBA to prioritise these and develop an implementation plan with goals and actions.

    For further information, ENZ is running a webinar on Thursday 25 October from 2.00 – 3.00pm.

    This webinar will provide you with key findings from the report, details of the implementation plan and how your institution can get involved. 

    Click here to register   

    Please note: This webinar is only open to representatives from New Zealand education institutions, government and regional partners.

    Copies of the report and implementation plan will be soon be available on IntelliLab. 

  • Education opportunities in Europe

    Representatives of all eight New Zealand universities and three ITPs were among the 5,700 tertiary education professionals at the European Association of International Education (EAIE) conference, held in Geneva from 11-14 September.

    The EAIE conference is the second largest for international education after NAFSA in the US, with attendees from 95 countries.

    New Zealand institutions reported excellent levels of partner engagement throughout the week, boosted by the networking reception that ENZ hosted at the residence of New Zealand’s Permanent Representative to the WTO in Geneva.

    Ahead of EAIE, ENZ Chief Executive Grant McPherson and Regional Director Americas & Europe Lisa Futschek visited three key European markets – France, Germany and the UK – to gain deeper market insights, identify market-specific barriers and explore opportunities for growth.

    “Each market has different opportunities and challenges. Germany is New Zealand’s largest source of students in Europe, while the UK is our most important tertiary market. Student numbers from France are the second highest, with the majority of these enrolled in English language schools,” said Lisa.

    IMG 3012“Understanding these markets is key for New Zealand providers looking to attract international students from there but this needs to be bolstered by relationship-building with education officials and agents in the market.”

    This year, ENZ has put significant effort into opening up the French market, including hosting a reception at the New Zealand Embassy in Paris this month to raise engagement with French agents (who play a key role in the market) and to increase awareness of New Zealand education with members of the French Senate and National Assembly – critical at a time when the French Government is moving towards a more outward-looking education model.

    “At the tertiary level, French universities are interested in partnerships with New Zealand institutions in areas such as environmental management, food security, renewable energy and creative arts. There is also a growing focus on vocational training and pathways to employment – which fits well with our current "future-proof” messaging.”

    At secondary level, New Zealand institutions are encouraged to promote longer-duration high school stays.

    “French high school students tend to go to New Zealand for short stays during the European summer and aren’t invested in longer-duration visits due to a perceived lack of qualification recognition,” said Lisa.

    France’s NZQA-equivalent, the International Centre for Educational Studies, revealed that recognition of NCEA qualifications is considered on a case-by-case basis by applying the French national qualifications framework and the European Qualifications Framework (EQF). 

    “This approach opens the door to promoting longer-duration high school stays until the end of Year 13, on the basis that NCEA Level 3 is comparable to the French university entrance qualification.”

    Students from Europe make up some 10% of the international student cohort in New Zealand. In 2017, 1,945 French students studied in New Zealand.

  • Changes to the Funds Transfer Scheme

    As of 1 October 2018, Immigration New Zealand (INZ) and ANZ Bank New Zealand Limited (ANZ) have implemented changes to the Funds Transfer Scheme (FTS) process to make it easier for students to transfer their maintenance funds to New Zealand.

    While the FTS itself does not guarantee that a student visa application will be approved, it provides international students an option to safely transfer their maintenance funds to a New Zealand bank account before they get here to help ensure access to these funds once they are in New Zealand.

    It is currently available for students from China, India, Philippines and Sri Lanka.

    Following feedback, INZ and ANZ have been working together to streamline the FTS, with the following changes being implemented on 1 October 2018:

    • Students will only need to complete one FTS application form instead of two separate forms
    • Minimum funds requirements will be the same for all FTS students (NZ $15,000)
    • FTS accounts will be set up for the first year of study only (12 months)
    • Students will be able to choose the local bank to use for the transfer of funds into their FTS account in New Zealand
    • There will be a more efficient funds confirmation process.

    Celia Coombes, INZ’s Sector Relationship Manager (Education), says the changes will not negatively impact students.

    “INZ and ANZ have worked very hard to review the FTS scheme and make it easier for students to use as an option to transfer money to cover their living costs to New Zealand. We are confident that the changes will make the FTS a more streamlined and flexible service.”

    Visit the INZ website for more information on the FTS.

    A factsheet with more information can be found here.

    It is also available in Chinese here.

  • Study Abroad NZ schools programme launched in US

    ENZ Business Development Manager Mary Camp says this is a pilot project to test the waters in the US market.

    “We’re thrilled to be partnering with AFS for this pilot – they are a trusted organisation with a long history of matching US students with life-changing education experiences.

    “New Zealand schools have much to offer US students looking for a high-quality study abroad experience to give them a competitive advantage in the college application process.”

    The programme includes nine New Zealand schools, each offering themed programmes for one semester in the fields of environmental studies, Māori culture, the arts, outdoor education and leadership.

    Mary is hoping to see some more US students coming through in 2019 as a result of the pilot.

    “Opening up new markets for the school sector will help us achieve sustainable growth, which of course is a focus of the International Education Strategy. 

    “If the pilot is successful, we’ll look to roll it out to more New Zealand schools.”

    Check out the AFS web page for more information about the programme.

    The schools involved are Rangitoto College, Western Springs College, Western Heights High School, Aotea College, Papanui High School, Hillmorton High School, Whanganui High School, Whakatane High School and Te Puke High School.

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