Search
Showing 10 of 7292 results
- 53796970151 52fd42b77e c 1
- IMG 4486
- Strategy card
-
New Zealand open and ready to welcome Colombian students
More than 80 guests, including university authorities, school directors, government stakeholders, and education agents attended the event, which was opened with a haka performed by ENZ Manukura – Chief Advisor Māori Ed Tuari and Āriana Ngārimu-Goldsmith, Advisor Māori.
One of the highlights of the event was the launch of Education New Zealand Manapou ki te Ao’s I AM NEW kākahu campaign in Spanish.
The I AM NEW kākahu marketing campaign was launched at NAFSA 2022 in May and features the stories of eight international students from China, Colombia, Germany, India, Japan, Thailand, USA, and Viet Nam. The students worked alongside Māori fashion designer Kiri Nathan to collaborate on the design of a new type of education garment that embodies cultural values that make New Zealand education unique.
Bryann Avendaño is the Colombian student featured in the campaign. His kākahu gown was on display at the event and he narrated the accompanying campaign video in Spanish (you can watch the video here)
“New Zealand has its eye on all things new,” Avendaño told the audience.
“How to think ahead for next generations, and this is the gown for the next generations. The way the gown is made by many hands and with a lot of thought put into it, it’s kind of an analogy of how science is made. It’s a collective effort to create new things, innovate, and make the world a better place.”
ENZ’s Director of Engagement – Latin America, Javiera Visedo, said Bryann’s message was a powerful and impactful.
“The video and the message he shared was so powerful, especially because it was made in Spanish, his native language.
“People were really impressed and proud to see a Colombian student feature in ENZ’s global brand campaign.
“Everyone appreciated how New Zealand’s international education includes and celebrates Colombia. It was perceived as honest, genuine, and authentic in a way that really represents New Zealand’s values and celebrates New Zealand’s culture.”
Some education agents said that it was a great way to promote New Zealand as a study destination, without being too explicit, and that they understood New Zealand’s biculturalism much better now.
ENZ’s Manukura – Chief Advisor Māori, Ed Tuari said he enjoyed the opportunity to connect with local agents and government officials and provide an opportunity to open a window to te ao Māori. “It was great to be able to support the opening campaign by interweaving aspects of tikanga (protocols) which included performing a haka, which definitely got their attention!
“We all believe in the value of international education nurturing global connections and the power of education to advance dialogues related to engagement of our indigenous people, social justice and climate.”
- 2018 Priority Markets
-
New Pastoral Care Code of Practice for Tertiary and International Learners Released
Today, the Government released a new Code of practice for the pastoral care of tertiary and international learners, to take effect by 1 January 2022, as required under the Education and Training Act 2020.
This revised Code is the product of many conversations, engagements, emails, phone calls, and hui. We are thankful to everyone that has spent time to help improve the wellbeing and safety of tertiary and international ākonga.
The overall purpose of this work is to develop a system of supports for the wellbeing and safety of domestic tertiary and international learners, through one set of clear rules and expectations for providers that can be tailored to their learners’ needs.
We have summarised the key changes and provided links to the new code and Ministerial Press release, below
What does the new Code mean for tertiary providers?
Tertiary providers will need to consider how their overall systems and resources support learners’ wellbeing and safety.
It will be important for providers to build and maintain strong relationships with learners and other interested stakeholders to identify and define the issues that are important for their communities and develop appropriate strategic goals, plans and practices around them.
Providers are expected to:
- build capacity across their organisation to engage and empower learners to manage their own wellbeing
- proactively identify and respond to learners who may face additional challenges as early as possible and tailor extra support to meet their needs.
- respond effectively in an emergency.
The new Code continues to focus on outcomes and flexible practices that enable providers to support their learners in ways that best meet their needs.
What does the new Code mean for tertiary and international ākonga?
The Code will make providers more accountable to learners, their families and community. The new Code expects tertiary providers to consult with learners, and other stakeholders when developing, reviewing, and improving their strategic goals, plans and practices. It also expects providers to be transparent about their wellbeing structures, strategies, practices and performances.
What’s changed for international ākonga?
The new Code covers domestic and international tertiary students and international students in schools. The goal is to ensure consistency within tertiary providers rather than having separate Codes for international and domestic learners in the same provider. The new Code continues to spell out the expectations that apply now for providers regarding the specific needs of international learners. There are no changes to requirements for schools, in New Zealand, who host international students.
-
New Zealand and Japanese schools build stronger cultural connections
High-school students in New Zealand and Japan are connecting on the big issues like indigenous culture, sustainability, and rugby, in an exciting joint-venture between Education New Zealand (ENZ) and the North Asia Centre of Asia-Pacific Excellence (NA CAPE).
In collaboration with the Hokkaido Board of Education, seven schools from New Zealand’s North Island and seven from Japan’s Hokkaido prefecture have begun to open a digital dialogue at a time when valuable in-person interactions are limited.
This initiative builds on the agreement signed in November 2020 between the Hokkaido Board of Education and ENZ. It further strengthens the existing partnership agreement between the New Zealand Embassy Tokyo and the Hokkaido Government by promoting collaborative opportunities in education through shared interests.
International education plays an important internationalisation role as it brings a refreshing, global outlook to education at a local level. By building deep, reciprocal relationships with other countries, internationalisation also helps international education uncover opportunities for innovation.
After online orientations for teachers, more than 270 students from three high schools in both countries met for the first time to introduce themselves, their school and city. Schools connected include: Taradale High School and Yubari High School; Papatoetoe High School and Sapporo Higashi High School; and Te Kura Kaupapa Motuhake o Tāwhiuau a Kura-ā-Iwi and Noboribetsu Akebi High School, which also connected with Unakami Primary school in Chiba.
Sharing both economic and geographical similarities between countries, key themes for successive exchanges held in English include language and culture, indigenous culture, sustainability, primary industries, and rugby with a strategic goal of students starting student exchanges between schools in the future.
The participation of Kura-ā-Iwi in the programme is of value to both countries seeking to deepen existing indigenous cultural connections. Hokkaido and New Zealand share many similar features, including the importance of agriculture and of indigenous peoples.
Sharlene Brown, Senior Teacher at Te Kura Kaupapa Motuhake o Tāwhiuau expressed their support for the initiative.
“As the first iwi designated character kura in the world, Te Kura Kaupapa Motuhake o Tāwhiuau is absolutely committed to global, indigenous education in particular Ainu language and culture.
“This is therefore the guiding force behind our commitment to establish new relationships and exchanges with schools in Japan.”
Both NA CAPE and ENZ are focused on continued support of closer indigenous to indigenous connections between New Zealand and Japan. Hokkaido is the birthplace of Japan’s indigenous people, the Ainu. As Hokkaido continues to embrace its indigenous culture, this initiative presents a unique opportunity for richer, more meaningful exchanges by showcasing New Zealand’s Māori values. By connecting with other cultures around the world, students in New Zealand and Hokkaido gain a better understanding of indigenous people’s experience and can uncover similarities and fostering better appreciation of other cultures.
ENZ Director of Education – Japan, Misa Kitaoka said from Tokyo that, despite the ongoing challenges of COVID, ENZ is committed to promoting connections between New Zealand and Hokkaido using innovative modes of virtual delivery.
“New Zealand’s unique cultural values like kaitiakitanga - protection of people and place – are woven into the threads of our education system.
We are very proud of the leadership Māori demonstrate in the indigenous education space, and are committed to furthering international indigenous connections for the benefit of all.”
Following on from the success of this international initiative, the NA CAPE plans to support additional sessions, and connect New Zealand high-school language students and their teachers with their counterparts in Korea.
North Asia CAPE (NA CAPE) is committed to building New Zealanders’ capacity to engage with the countries of North Asia. Find out more about the NA CAPE at www.northasiacape.org.nz
Education New Zealand is the Crown Agency responsible for international education to benefit New Zealand socially, culturally and economically. Find out more at enz.govt.nz.
Want to get involved in future exchanges? Get in touch with North Asia CAPE at nacape@auckland.ac.nz.
- europe card
- Harlene Hayne 2011
- logoPrint4
