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Aotearoa sharpens Sherpa’s ambitions on conservation in Nepal
The Everest region of Nepal is his home, and he has seen first-hand the impact of climbers and climate change on the world’s most famous mountain environment.
The former international student to New Zealand is a columnist in the Kathmandu Post, readily highlighting successes and calling out failures on a range of environmental issues impacting Nepal. He is part of a generation determined to find solutions.
Tsewang recently completed his Master’s in Environmental Management at Lincoln University, an international education experience made possible by the Mingma Norbu Sherpa Memorial Scholarship. Mingma was an early graduate of Sir Edmund Hillary’s Khumjung School, an alumnus of Lincoln University, and one of the leading voices on conservation in Nepal and Bhutan through his work with World Wildlife Fund (WWF) before his untimely death in 2006.
His legacy is a scholarship jointly funded by WWF, Lincoln University, and the Greater Himalayas Foundation which supports students from remote regions of Nepal committed to careers in conservation to study at Lincoln.
Tsewang says the links with New Zealand which date back to the work of Sir Edmund Hillary, and his belief in the importance of education for future generations, are a driver for many Nepalese students seeking to improve their opportunities in life.
“The connection is very strong,” he says. “Sir Ed Hillary is such an icon and I feel that the students who come to New Zealand to study are continuing to strengthen the relationship established by Sir Ed and Mingma”.
Fulfilling the dream of a New Zealand education
“The scholarship allows you to fulfil a vision of having a higher education in New Zealand, but more than that, it connects many people already working in the conservation sector in New Zealand, Nepal, and other parts of the world.”
Tsewang spent two years in New Zealand, arriving just before the border closed in 2020 and is grateful that his studies were largely unaffected by the pandemic. He says he has learned much about New Zealand’s approach to conservation and gained a better understanding of te ao Māori and the concept of kaitiakitanga (guardianship and protection).
“I am a Sherpa. We are renowned as mountaineers, but we are also an ethnic tribe with a strong connection and respect for nature and a strong desire for environmental stewardship.
“Seeing Māori taking ownership of preserving and retaining their culture was an important learning for me. These are taonga (treasures) which we should be taking from one generation to another.
“Through my education I want to promote empowerment of local people on conservation issues,” Tsewang says. “Studying in New Zealand made me realise that this is already happening in Nepal, but we just need to find ways to make it more effective.”
Tsewang’s Master’s research was into the effectiveness of the Garbage Deposit Scheme (GDS) initiated by the Sherpa people, in which Everest climbers pay a US$4000 deposit that’s returned only if they bring back at least 8kg of rubbish produced during their expeditions. “Working in conjunction with the aims, aspirations, and opportunities of local communities is incredibly empowering.”
Making a positive impact in Nepal
The students who have come to Aotearoa have made a positive impact in Nepal, Tsewang says. “It’s all about learning from best practice and sharing knowledge.
As one person it’s hard to make change, but by sharing information and knowledge we can make incremental change.”
“We are seeing that governments globally are starting to overhaul their environmental protection policies. New Zealand has played a key role in the context of Nepal because people before me came to study and returned home to build crucial environmental education and awareness.”
Tsewang loved his time in Aotearoa, both inside and outside the classroom, having spent most of his free time hiking iconic tracks. “There’s so much learning that happens out in the field where you hear first-hand of the experiences of those working in conservation.
“This was an essential part of my education experience. You have unplanned conversations which are inspiring and hugely valuable,” he says.
“The last two years have been monumental in so many ways. It’s not just the academic learning, but also the personal growth. I have gained so much confidence to voice my opinion and share my knowledge.
“I will stay in touch with many of the people I have met and hopefully we will have the opportunity to collaborate in the future. Learning never stops.
“The international education opportunities with New Zealand only serve to strengthen the long-standing bond with Nepal. There’s a real legacy involved for both countries.”
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Digital masterclass a runaway success
Two New Zealand academics were among the speakers showcasing the latest technological solutions to revolutionise education at this second SEAMEO – New Zealand masterclass.
Professor Richard Green from the Department of Computer Science & Software Engineering at the University of Canterbury, who also co-chairs the NZ AI Researchers Association, presented on “AI is Revolutionising Sustainability, Food and Biosecurity”. Dr Suranga Nanayakkara, Associate Professor at the Auckland Bioengineering Institute, University of Auckland, presented on “Kiwrious: Keeping Kiwi Kids Curious”. The other two keynote speakers were from National Institute of Education, Singapore, and Universiti Malaya, Malaysia.
The event was broadcast on SEAMEO Secretariat YouTube Channel and targeted policy-makers, government officials, educators, teachers, lecturers at TVET institutions and universities in Southeast Asia and beyond.
“The high level of interest in this event reflects the changes that the COVID-19 pandemic has caused in the way we live, work and learn,” said ENZ’s Regional Director, Asia, Ben Burrowes.
“A huge part of the attraction of a New Zealand education has been our world-class teaching and learning environment. We have been focusing on teaching 21st century skills within our national education strategy. This includes soft skills enabling our students to become critical, creative and independent learners. Our use of digital technology in the classrooms is also widely recognised and remains a huge focus in our school and tertiary curriculum.
“This second Master Class gave teachers and educators in the Southeast Asia region an opportunity to learn more about what a New Zealand education can offer, and broaden their viewpoints on the technological disruptions arising from the COVID-19 pandemic.”
Officially admitted as an Associate Member Country in 1973, New Zealand's co-operative relations with SEAMEO include scholarships and provision of experts for SEAMEO Regional Centres. The first SEAMEO-New Zealand masterclass on “Education Technology and Digital Security” was held in September 2021.
The 2022 masterclass can be viewed from the following link on the SEAMEO Secretariat YouTube channel https://link.seameo.org/MasterClass/20220524
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From the Chief Executive: Meri Kirihimete and Happy Holidays
While I am optimistic about the New Year, the impact is real, and as we have seen today, the uncertainty is likely to be ongoing. There is much to do as we rebuild our sector through 2022 and into 2023.
Over the past 12 months, we have all had to adjust to an ever-changing environment. A good example is the growth of online and offshore-based courses, and programmes that offer pathways to onshore study or blended learning. These options are helping to hold the interest of students who want to study with New Zealand.
At Education New Zealand, our focus has been on supporting our students and our sector, diversifying products and services and protecting New Zealand’s education brand. In each area, we have made progress.
Our contribution to the development of border class exceptions has seen the return of some international students to our shores. We have enjoyed welcoming them back and look forward to seeing more students over the coming year.
In August 2021, Prime Minister Jacinda Ardern announced the Reconnecting New Zealanders to the World framework. ENZ has been working with the Ministry of Education, Immigration New Zealand, the New Zealand Qualifications Authority and the Ministry of Foreign Affairs and Trade to ensure that government agencies are ready to respond to a phased reopening of the border.
I would like to acknowledge the efforts being made across government agencies and within the international education sector to engage and respond with fresh ideas and momentum. There will no doubt be further developments in the New Year.
We have just launched a new website and brand materials in line with our latest campaign – Study with New Zealand. This is the next evolution of New Zealand’s education brand, designed to appeal to students who want to explore our new, flexible study options.
The shift from studying in New Zealand to studying with New Zealand is the result of a lot of careful work to protect our brand. Alongside the efforts of our teams at virtual events and trade fairs, including the upcoming Expo 2020 Dubai, this work is helping to keep our brand alive as we move towards reconnecting with the world.
A pilot project with global learning platform FutureLearn is a good example of our work to diversify our products and services. The initial results have demonstrated the potential for marketing online courses from New Zealand to new audiences around the globe.
With more to do as we move into 2022, I hope there is an opportunity for all of us to rest and recharge with family and friends over the summer break.
I would like to wish everyone involved in international education across the world a Meri Kirihimete and Happy Holidays.
On behalf of all at ENZ, thank you for your open and honest support. I look forward to working with you all in 2022.
He waka eke noa
We’re all in this together.Grant McPherson
Chief Executive, Education New Zealand Manapou ki te Ao -
Brazilian students look to New Zealand tertiary studies
Organised by Brazil agent FPP Edu-Media, ENZ attended the high school tour to introduce Brazilian students to the tertiary possibilities in New Zealand, particularly undergraduate qualifications.
The last BELTA SEAL Survey from March 2018 shows that 30% of the Brazilians who studied overseas in 2017 were in the 18 to 21 age group, and that their main motivation for international education is to stand out professionally.
Daniela Ronchetti, Director of Operations at FPP Edu-Media, says while short-term programmes have typically been the most popular overseas study for Brazilian students, there's a growing interest in undertaking full degrees overseas.
“Many of these students, fluent in English and with experience of overseas study via summer courses at a young age, are comfortable enrolling in international universities.
“With interest in the US and UK declining, Brazilian students are looking closer at New Zealand, Australia and Canada when considering a full degree abroad.”
Ana Azevedo, ENZ’s Senior Market Development Manager for Brazil, visited eight international secondary schools, from small boutique schools with 15 students per class to large education groups with thousands of students, which are all investing in pathways to international tertiary education.
ENZ’s Ana Azevedo with Marilda Bardal, International Relations Coordinator at International School Alphaville.
“These schools typically offer bilingual education, IB (International Baccalaureate) or the American diploma and academic counselling, so that by the time students complete high school, they are prepared for an international experience,” said Ana.
Also in attendance were government education organisations and universities from the US, Canada, Australia, France, Germany, the Netherlands and the UK – but Ana said New Zealand had an edge.
“It was a great experience to stand among our competitors at the opening of each event and present New Zealand as the country that best prepares students for the future – not an easy ranking to beat!”
“There is still work to be done on raising awareness of all that New Zealand has to offer to Brazilian students, particularly in tertiary education. It is a significant investment for a family so we need to be clear about the return of this investment.
“Showing students the variety of programmes they can find in New Zealand, the cultural diversity and welcoming environment – very few countries offer this combination. It is a full package!”
- Intl Student Insights 2016 FPP Intead Research2
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Around the world in five
GLOBAL
New destinations and delivery models will influence student mobility
A new report argues that international student mobility will continue to grow but will see new destinations and delivery models taking over, and partnerships between institutions will be crucial.
US
Declining international enrolment in US higher education in 2017
International enrolment in US higher education declined by nearly 4 percent between 2016 and 2017, with the decline more pronounced at graduate level in both STEM and non-STEM fields.
CHINA
China publishes more science research than the US
China has overtaken the United States in the volume of scientific research it publishes, according to a report from the US National Science Foundation. In 2016, China published 19 percent of the global total of scientific studies.
INDIA
Technical courses revamp focuses on practical learning
To combat rising unemployability and to produce work-ready graduates better suited to industry requirements, curriculum changes are being made in India to engineering and technical courses to make them more practical.
GLOBAL
Mobile graduates launch app for the ‘study abroad generation’
Student reviews of attractions, restaurants, bars and places to visit in countries all around the world have been compiled into an app to help international students navigate their host countries.
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