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• Wellington embraces talents, culture, and passion of international students

  While they love the great arts and culture vibe, fabulous food, and easy access to parks and hills, they choose Wellington principally for its world-class educational opportunities and diverse career prospects. 

  In a city where 23 percent of people are studying, international students quickly feel a sense of belonging as they are welcomed into a well-connected community of learners and achievers. As the capital city, Wellington offers sophisticated collaboration between education providers, research institutions, the business community, and Government. 

  Innovative programmes build long-term relationships with international students 

  Study in Wellington, a specialist team within economic development agency WellingtonNZ, promotes the region as a great place to study and enter the workforce, and recognises that international students have much to offer the city both during their stay, and after they have finished studying.  

  “International students bring their culture and their talents,” says programme lead Sarah Grant. “They bring determination, skill, and passion to our community. And they also bring a good work ethic with them.   

  Study in Wellington is focused on building-long-term relationships with students and alumni and has developed an innovative range of programmes tailored to each stage of an international student’s journey, and to provide channels for future collaboration.  

  Networking programmes key to “amazing” experience 

  For 25-year-old Shamanthi Jayawardena, leaving her home in Colombo, Sri Lanka, to study overseas in 2019 was a big decision and there were plenty of options. In the end she chose Wellington, saying the “cool city vibe” and reputation for safety attracted her, along with the quality of the courses available at Victoria University. 

  Returning home 15 months later, having completed her Master’s in Global Marketing, she reflects on an “amazing” experience in Wellington and says much of it was down to her involvement in the programmes offered by Study in Wellington, including Work Ready in Wellington, Alumni Connect and Employer Connect. 

  She says there’s no doubt a highlight was being involved in Employer Connect, which builds up the networking skills of graduating students and connects them with employers.

  “As a project coordinator facilitator, I got the chance to meet people from diverse backgrounds, understand their needs and help design a programme that benefits both the international students and the community of local organisations.” 

  So successful was Shamanthi’s networking that she landed a contract role with Wellington design and digital agency Obvious and continues to work for them remotely from Sri Lanka. 

  The opportunity to succeed is there for all international students, Shamanthi says. 

  “You need to be open-minded, connect with the programmes available to you, and put yourself out there. It’s a great place to follow your passion.” 

  

  Wellington proud of its international student community 

  Grant is proud of the way Wellington embraces its international student community, even with closed borders.  

  “We are ready to welcome back students when we can and believe that we do provide a unique experience and the opportunity to really get connected with the local community, businesses, and institutions. 

  “In return, the students make Wellington a more dynamic and interesting city.” 

• 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

• How IEGF helped BIOZONE

  Considering applying for IEGF support? E-News caught up with IEGF recipient, Richard Allan, CEO of BIOZONE, at last year’s Edtech for Export conference in Wellington and found out how the co-funding grant helped them grow their business.

  ENZ: What is BIOZONE?

  BIOZONE International is a publishing house that specialises in the production of student and teacher resources for use in high school science programmes (grades 9-12) in the United States, United Kingdom, Australia, and New Zealand.  We also provide editions that are tailored to other international programmes, and BIOZONE books have been translated into Chinese, Japanese, Polish, and Slovenian, as well as specific English-language editions compiled for Italy. BIOZONE’s goal is to improve science education performance in schools across the world.

  We produce a hybrid that’s part textbook, part study guide and part activity workbook all rolled into one. We use an infographic style of presenting information, with annotated diagrammatic explanations that have a lot of added value.  Our programme and pedagogical approach requires learners to apply what they’ve learned in a previous activity to a new situation, not merely recall data. It’s an enquiry-based approach.

  I was a biology teacher for 11 years before I became a publisher, so I have a pretty good idea of what’s required for teachers and students to succeed in the classroom environment. 

  ENZ: What has IEGF funding enabled you to do?

  We’ve been successful in two IEGF rounds – one in 2014 and one in 2015. The first lot of funding enabled us to market our new Next Generation Science Standards (NGSS) series in the US before other publishers got up to speed. The NGSS provides students with internationally-benchmarked science education.

  Being nimble and innovative is key to our success, and the grant meant we could significantly ramp up the number of state and national science teachers’ conferences we could attend. To give you an idea of the demand – at one conference in Los Angeles in December 2014 I had over 200 teachers trying to cram into a room that only had the capacity to hold 100 people, to hear my presentation.  They were sitting on the floor and around the edges of the room. That’s not untypical of what happened at other events, so we were obviously in the right place at the right time with the right product.

  ENZ: And the second grant?

  The second grant helped us enhance and improve our digital platform, and get it ready for commercial release. It made a huge difference in the timing of the launch and accelerated our development. 

  ENZ: How’s business going?

  It’s been hugely successful in our markets that, so far, include New Zealand, Australia, the US, and the UK.

  The opportunity for BIOZONE in the US is with the NGSS. One of our customers is Stuyvesant High School in New York City.  It’s a very prestigious school, with 34,000 kids competing for 850 places, and they bought our entire programme, which is a huge accolade from them. 

  We also won the ‘Best Supplemental Resource’ award for science, for the whole of US, at the education publishers’ ‘Content in Context’ conference in 2015 which was pretty cool. 

  ENZ: Do you have any words of advice for educators new to working in the edtech space?

  I think we should encourage our teachers to embrace education technology and provide them with the ability to upskill so they can use the tools. Many schools are already technologically savvy and are hungry for new ways of delivering curriculum using smart tools. 

  For educational publishers the digital landscape is evolving rapidly, not only with new opportunities and competitor activity, but also in the way teachers are wanting to engage with digital delivery of content.

• More analysis of latest international student enrolment data

  

  The 2012 Export Education Levy data contained mixed news across sectors, and from some of our key international markets. While the number of international student enrolments is down overall, importantly the value of the industry, as measured by international fees earned, has increased by 2 percent and this is a significant result.
  
  Education New Zealand is committed to working with each sector of New Zealand’s international education industry to support institution’s needs and priorities to enable industry-led growth. We have a strong programme of work underway in 2013 to achieve this.

  Schools

  

  For all schools, international student numbers declined 0.3% to 15,643 students in 2012 compared with 2011

  • Primary and intermediate enrolments were down 3.3%

  • Secondary, composite and special enrolments fell 0.3%.

  • But value has remained more or less static over the past five years

  • South Korea and China make up half the international education market for this sector

  South Korea was down 15% for schools in 2012. Why?

  • South Korean Government moves to provide more English language tuition in Korea

  • Foreign providers setting up in Korea

  • Christchurch earthquake

  • Economic factors in markets

  • High NZ dollar.

  China shows strong growth

  • In 2012 there was a 20% increase in Chinese school international student numbers

  • Chinese first-time visa applications are up, particularly for contributing, composite and special schools.

  Japan is emerging as a growth market

  • Japanese school international student numbers rose 23% in 2012

  • ENZ regards Japan as a market worth further exploration, particularly for school partnerships.

  Universities

  

  Universities earned $308.9 million in international fees in 2012, an increase of 5.5%

  • There are fewer international students, but they are higher value.

  International university student numbers fell 5.2% - a decline of 980 students

  • Indian international students accounted for more than 40 percent of the decline.

  • There was a small increase in numbers of Chinese international students (universities’ biggest and most valuable market). This suggests that New Zealand’s most important international education market is performing well

  • Japanese international student numbers almost doubled

  • Saudi numbers are falling due to a halt in new intakes for Saudi scholarship students in 2012

  • Universities have seen overall international student numbers fall since 2004 despite ongoing growth in the global market for international students

  • Capacity exists and there is scope for recovering market share in the university sector.

  Figures for individual universities are not yet available but we believe about a quarter of this decline can be attributed to a fall in enrolments at Canterbury and Lincoln Universities due to earthquakes

  Universities have strong commitment to internationalisation, partnering with institutions in a variety of markets.

  Institutes of Technology and Polytechnics (ITPs)

  In 2012 ITP fee income was up 4.9% from 2011 - overall revenue for the sector has increased almost 50% since 2007

  International student numbers rose 7.1%; EFTS were up a corresponding 3.4%. ITPs was the only sector to see a rise in numbers and EFTS  

  India and China make a combined 57.6% of all ITP international enrolments:

  • Numbers are up or holding for all major markets

  • There were small declines in South Korea and Saudi Arabia

  • Saudi numbers are falling due to a halt in new intakes for Saudi scholarship students in 2012

  • China remains relatively strong

  • ITPs are encountering strong competition in India from traditional competitors Canada and Australia

  • ITPs want to diversify their exposure to India and China with new market development in the Middle East, Sri Lanka, Nepal, Indonesia and the Philippines.

  Private Training Establishments (PTEs)

  

  PTEs (non-SDR)

  Enrolments at non-SDR PTEs (mostly English language schools) fell 13% in 2012

  • English language schools down 17%.

  • Tuition fees were down 9 % to $105.1 million

  • The decline in English language schools likely to be linked to the rising value of the NZ dollar. International language travelers are known to be price sensitive; also an area of intense international competition.

  This fall, which has been happening for two years, is of concern because ESOL students often move on to further academic study

  Why down:

  • Affordability – the high NZ dollar

  • Greater provision of English language tuition in South Korea

  • Saudi Arabia – fewer new Saudi scholarships

  • New immigration policy – changes to work rights for L5 and 6 diplomas introduced in April 2012

  • Competition from other our key global competitors.

  PTEs (SDR)

  • Enrolments at SDR PTEs (mainly vocational education training institutions) were down 6% in 2012

  • Tuition fees were up 6.4% to $99 million

  • Internationally, demand is growing for high quality vocational training

  • Some of our competitors (eg. Australia) have tightened up student immigration criteria for vocational training.

• Update on sending promotional materials to Viet Nam

  A Vietnamese Government circular also states that if the declared value of goods for onward sale, and sent by a courier company, is less than 1 million VND, no import duty needs to be paid. Over this amount, import duty must be paid. 

  In addition, all importers of “cultural goods” must obtain a cultural licence from the Department of Information and Communications, Ministry of Culture, Sports and Tourism.

  “Cultural goods” includes written materials such as education promotion resources. 

  If you are sending materials to education agents, they should be able to obtain the cultural licence. If you planning to send materials elsewhere, and assistance is required, please contact in advance the New Zealand Embassy in Ha Noi or the New Zealand Consulate in Ho Chi Minh City for more information.

  Other tips for institutions sending materials to Viet Nam include:

  • You should send materials well in advance of any planned events

  • If import duty has to be paid, please aarrange with your freight company for the sender (rather than receiver) to cover this cost – this speeds up the process for the Embassy or Consulate if there are any problems

  • If arranging materials to be sent to Viet Nam from third countries, remember to instruct foreign printers accordingly

  • Remember also to include this information when organising shipments through BPO Intelligence (BPO)

• Update for industry on Assignments4U issue

  Although I was made aware of the issue late on Friday, I was still taken aback at the tone of the article and some of the implications made.
  
  The issues raised are of concern to all of us, and we are working on gaining better understanding of the scale of the problem. We do know that it is not, as the article may imply, a problem that is peculiar to Chinese students, nor to students from any other country.
  
  Education New Zealand’s (ENZ’s) main focus on this issue is to manage any risks to New Zealand's international reputation as a provider of world class education, and to local perceptions of the value of international education to New Zealand.
  
  We are following a clear plan to manage any impact this issue may have locally and, most importantly, in China. I’d like to let you know what’s underway now.
  
  Yesterday we responded to media enquiries through a statement, most of which has been reported in the various media items on the matter so far.
  
  ENZ has excellent relationships within the Chinese education sector and our Regional Director, Greater China, is in touch with Chinese officials to ensure there is no misunderstanding about the issue or the New Zealand Government’s response to the matter.
  
  I am aware of the efforts everyone our industry makes to maintain New Zealand’s reputation as a provider of high quality education, and you can be sure we are very much focussed on that as well.
  
  If you have any thoughts, comments or require any assistance, then please get in touch with me, or Senior Communications Advisor, Susie McShane.
  
  Kind regards,
  
  Grant McPherson