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New Zealand Global Competence Certificate programme proves a hit
What is New Zealand’s Global Competence Certificate programme?
The customised cultural exchange programme, which started as a pilot partnership last year between New Zealand’s international education agency, Education New Zealand Manapou ki te Ao and AFS Intercultural Programs, Inc. has proved so successful it is now being extended and taken up by schools and tertiary institutions around the country, connecting them with students in Asia and Latin America.
The “Kiwi way” has much to offer the world, and international education has much to offer New Zealanders at a time the world needs people with cross-cultural competencies. The New Zealand Global Competence Certificate, delivered through Massey University, develops cultural self-awareness, emotional resilience, and build bridges across cultures. It also piques the interest of students offshore in coming to New Zealand in better times.
The programme delivers animated videos, quizzes, assignments, and weekly live facilitated dialogue sessions for learners to talk with each other online in real time and learn about life from perspectives other than their own.
What have students been saying about the NZGCC programme?
“Not only have I learned to become a better communicator, empathiser, and global citizen, but also how a group of like-minded individuals can come together to form something bigger,” says Jack Hittle, of Northland’s Springbank School.
“I found the programme life-changing,” says Vaagisha Kanwar, a Year 11 student at Indus International School in Bangalore, India, who connected with the Northland students. “We learned about conflict, empathy, inequality, different communication styles, how different people adapt to new situations, and about suspending judgement. I know that I’ll use the skills we’ve learned for the rest of my life, not just when I travel abroad but also in daily life.”
"You see the way a culture greets each other or the way they dress, but then there are things like relationships, gender roles, and health,” says Whanganui Girls College student Tilda Donson.
What have educators been saying about the NZGCC programme?
Whanganui Girls College Principal Sharon Steer is delighted with the NZGCC programme, which she says will help students build their understanding of global cultures, and other critical “soft” skills which will prepare them for life as they enter the workforce.
“An important part of our curriculum is developing strong communication skills and setting our students up for success in the workplace. The NZGCC programme will add another dimension to our lessons by teaching our students how to develop meaningful relationships with one another despite language and cultural differences.”
Educators say that with the borders closed, the programme now forms an important part of the reshaped international education experience.
“It is so important that our students don’t miss out on the enriching life skills that are gained when we interact and connect with people from around the globe,” says Whangarei Girls High School International Director Amelia Morrison, who has students working with peers in India.
"Global competence is mission-critical for our world," says AFS Intercultural Programs President and CEO Daniel Obst. “Educating more young people to become global citizens is crucial if we want to create a more just and peaceful world.”
The expansion of the GCC programme reflects the diversification of education in new virtual forms fit for a globally connected world, says Education New Zealand Chief Executive Grant McPherson.
“As well as helping to develop the global citizens of tomorrow, this programme demonstrates the reciprocal benefits of international education, giving our rangatahi a chance to learn with high school students from around the world, and giving their offshore peers a chance to learn ‘with’ New Zealand and our unique way of thinking.”
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ENZ seals exchange deal with Germany for early-career researchers
DAAD is the world's largest funding organisation for the international exchange of students and researchers, and is a key partner for ENZ in Germany.
Early-career researchers from New Zealand universities and Te Pūkenga – New Zealand Institute of Skills and Technology will be able to take part in the DAAD’s Programmes for Project-Related Personal Exchange (PPP). In the future, young German researchers will also be able to travel to New Zealand under the programme.
The programme covers all subject areas and is open to students who are close to completing their doctorate, as well as to academics who completed a doctorate within the last five years.
ENZ will support the New Zealand institutions involved to fund the costs and living stipend for New Zealand researchers to travel to Germany, while their German counterparts will be funded by the DAAD. ENZ would match the contribution from local institutions to a maximum of NZ$12,500 per year per project. Projects would normally be funded for two years.
New Zealand-German Academic Partnership Event
ENZ will host a virtual New Zealand-German academic partnership event on 23 February 2022, from 8:00-9:00 am New Zealand Time (22 February, 20:00-21:00 pm CET). This will be an opportunity for New Zealand and German institutions to learn more about the programme, share their ideas and identify opportunities for joint research projects. The call for proposals opens on 6 April 2022 for the funding period from 2023-2025. Those interested in attending the partnership event can register here.
The exchange agreement was signed in Berlin on 25 November 2021 and builds on our strong education and science links with Germany. It was one of the key actions arising from a visit to Germany in January 2020 by a delegation from New Zealand’s Centres of Research Excellence, led by ENZ’s Chief Executive Grant McPherson.
For more information on the DAAD's PPP programme or the partnership event please contact ENZ’s Market Development Manager Europe, Olga Elli, at olga.elli@enz.govt.nz
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Around the world in five
GLOBAL
Gulf study interest falls 30% as conflict reshapes student demand
Global student demand for universities in the Gulf is falling fast, with a recent report showing a steep drop in March 2026 compared to growth seen since late 2025, as the conflict reshapes perceptions of stability and choice.
SOUTH AMERICA
There is significant demand in Mexico for study abroad, and Mexicans are considering a wider range of destinations than in the past
CHINA
US no longer a top-three destination for China’s students
The United States continues to lose its long-held appeal among Chinese prospective international students, a new report by a major study abroad consultancy has found.
UK
The Home Office has circulated draft guidance with additional detail on more stringent sponsor compliance requirements for UK universities.
GLOBAL
What the Iran-Israel war could mean for students who depend on ChatGPT, Gemini, and Claude
The Iran-Israel war may seem far away, but its effects are increasingly felt close to home. A way that we – and especially students — might be feeling the impacts of warfare, though, is with AI.
- German Market Overview
- Regional visa dashboard FY 2015
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Global conference puts spotlight on student employability
More than 300 delegates from 35-plus countries will attend the conference, which is designed for new and experienced practitioners of academic work placement and experiential education.
This will be the first time the conference is held in Australia or New Zealand.
“We see the conference as an important opportunity to broaden our national conversation about employability for both domestic and international students,” said Brett Berquist, University of Auckland Director International.
“Employability is a key driver for international students choosing New Zealand. It’s also important for the growing number of Kiwis who are starting their ‘OE’ (overseas experience) during their university study.
“The GIC is a place for us to think about international mobility and the importance of employability outcomes for all students – as well as to network and learn from each other.”
A number of New Zealand tertiary providers are participating as well as hosting post-conference partnership visits.
Auckland Tourism, Events and Economic Development (ATEED) is the city sponsor for the conference and is moderating a New Zealand employer panel debate “Working with international students”.
ENZ is the country sponsor and will present new research, “Employer Perceptions of Hiring International Graduates”.
“We know that students want to have strong employability prospects after they graduate, whether they are back home, staying in New Zealand for some post-study work or in a third country,” said John Goulter, ENZ Acting Chief Executive.
The conference will cover an introductory track for those new to the field as well as latest research and trends, ideas for scaling up delivery and models for working with internship providers.
Among the presentations are topics on: “International Exposure at Home and Abroad: Employability gains through internships”; “The Connection Catalyst: Virtual internships for wider access to cultural fluency and employability”; and “Emerging Internship Destinations: Keys for developing employers’ most desired skills in recent graduates”.
“The GIC plays an integral part in exploring past, present and future trends,” said Brett.
“This year we have an important focus on the employability needs of international students, both in their country of study as well as supporting their return to their home market. This is a particularly important theme for New Zealand and Australian education providers.”
The conference will be held at the Owen G. Glenn Building, and receptions will be held at the Fale Pasifika, Auckland Town Hall, and the Auckland War Memorial Museum.
Founded in 1999, previous GIC conferences have been held in the US, Singapore, Ireland, Canada, Mexico, South Korea, Germany, and the Netherlands.
Registrations are currently open. For the full GIC programme see here: http://globalinternshipconference.org
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From the CE: Our focus for the next 12 months
Kia ora tātou,
"To help providers of international education to build back onshore offerings" is Focus Area One of the New Zealand International Education Strategy. There are nine key short-term actions in Focus Area One. Education New Zealand Manapou ki te Ao is the lead Government agency in four actions and has an important role to play in eight of the nine. It can be no surprise then that for the next 12 months, and our next financial year starting in June, that the majority of ENZ's energy, time and resources will be focused on attracting learners to study with New Zealand.
This is no small challenge. Our borders have been open now for just eight months. And while students are returning, the latest visa application numbers I've seen report in the order of 43,000 applications (offshore and onshore), the recovery is variable at best. Even within the university sector, that on the face of it looks to have recovered better than others, the experience is mixed. Within the PTEs and English Language schools we have a long way to go to reach the levels of 2019 and early 2020. In such a highly competitive market, it is going to take some time to regain awareness with learners and overcome the head start other countries gained.
All our budgets are tight. At the very time we need to be investing and getting offshore to renew partnerships and networks, we are all resource-constrained and having to watch every cent. ENZ is no exception.
This means that for the next 12 months, more than ever, we need to focus. We need to focus our limited resources to where they have the greatest impact, and we need to be aligned as one with the sector.
India is an excellent example of a partner market that is worthy of focus. I have just returned from leading an ENZ delegation to India. India is forecasting economic growth of 6-7% every year for the next three to five years. They know, and their national education strategy makes it clear, they need educated, skilled and talented people to realise this opportunity. I repeatedly heard, "They want their people back".
That five Deputy Vice Chancellors joined the 23 sector representatives tells you how important India is. As one of the five said to me, "India today is what China was 15 years ago".
To be successful we need to agree that India is important. It is. We need to go there together. We will. We also need to work with our colleagues in other Government agencies to ensure they are aligned. This is what success looks like for me. And this is the level of focus on building back, and the level of partnership with the sector, that I expect from my ENZ teams over the next 12 months.
I will also work with them to secure the many gains we have made in government-to-government relationships, scholarships, diversity, equity, and inclusion, social licence, and in building a sustainable future. All the good work of the past two years remains important for the long-term future, set out in Focus Area Two: Building a new future for international education.
We are all very passionate about international education and its ability to transform lives. In 2023/24 when the sector is stronger than today, all of us will be better placed to address the short term and the medium to long term. Today our focus must be the immediate needs.
He moana pukepuke e ekengia e te waka
A choppy sea can be navigated
This proverb acknowledges the changing and challenging environment that we currently find ourselves in and how it can be navigated by collaboration and innovation.
Ngā mihi nui,
Grant McPherson
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A Brazil market update
This trend is mirrored here in New Zealand which has experienced growth from Brazil in all sectors over the last three years.
In the following market update, ENZ’s Senior Market Development Manager, Ana Azevedo, and International Market Manager, Julian Ashby, talk about recent initiatives that shine a positive light on the Brazilian market.
Internationalising postgraduate departments
The opening of the Academic Cooperation Seminar. Seated from left: Professor Jose Alexander Araujo, CAPES, Professor Hernan Chaimovich, FAPESP, ENZ’s Ana Azevedo and Caroline Bilkey, New Zealand Ambassador. At the lecturn is emcee Mr Pedro Marchi, former director of LAE in Brazil.
Following the recent hugely successful Latin American roadshow, ENZ hosted an Academic Cooperation Seminar – New Zealand & Brazil last month in Sao Paulo to promote collaboration between New Zealand and Brazilian universities.
Five of the eight New Zealand universities attended, sending nine senior academics to the event. From the Brazilian side, 17 universities were represented by 38 academics and international staff.
Ana said the aim of the forum was to capitalise on the recent announcement by the Brazilian Federal Agency for Support and Evaluation of Graduate Education (their acronym is CAPES – which it should be noted is not the same as New Zealand’s CAPEs), which has established a programme to help internationalise Brazilian universities. The Program for Internationalisation of Brazilian Postgraduate Programs (BPP) is a successor to the earlier undergraduate programme known as ‘Science without Borders’.
Professor Caroline Daley of University of Auckland
CAPES is investing USD$350 million over the next four years to internationalise the universities’ postgraduate departments. Up to 40 Brazilian universities will be selected by CAPES to participate and proposals involving international partners are due in May.
For the next four years, this initiative will be the focus of the Brazilian universities.
From left: Professor Roberta Campos, Federal University of Rio de Janeiro (UFRJ - COPPEAD) and Professor Suzane Strehlau, School of Advertising and Marketing, ESPM.
The New Zealand Ambassador to Brazil, Caroline Bilkey, attended the forum as did representatives of FAPESP, the São Paulo Research Foundation.
“Successful proposals could greatly enhance New Zealand’s engagement with the region,” said Ana.
Ana acknowledged the support of the Ministry of Foreign Affairs and Trade in contributing funding and logistical support to ensure the New Zealand academics could travel to Brazilian universities after the event to solidify partnerships.
Future Proof campaign shows high digital demand
Interest from Brazilian students in New Zealand can be further seen through the results of the Future Proof campaign that is running on multiple ENZ channels.
Brazil currently has the second most active users globally from the campaign with more than 10,000 views to the Study in New Zealand website and 1,000 referrals to New Zealand institutions’ websites.
“This demonstrates that whilst the Brazilian audience is generally very happy to view content, they are also engaging with the message to a higher extent than normal,” said Julian.
“The more we learn about Brazilian students from campaigns like this the more we can actively target those most receptive to our messages,” he said.
Activating media in Brazil
At the start of April, ENZ hosted two senior (rival) journalists from two of Brazil’s most influential media outlets, Exame and Folha de Sao Paulo, on a one-week trip through New Zealand.
The journalists sought to answer two key questions:
1. How had New Zealand become the #1 ranked country in the world for preparing students for the future?
2. How had New Zealand made international education such an important industry?
Julian noted the trip therefore provided an opportunity to highlight key messages to the Brazilian market.
“The journalists visited and interviewed teachers, principals, students (both New Zealand and Brazilian), officials and lecturers across the state education system and the results have been very pleasing,” he said
Some of the key observations about New Zealand’s education system from Fabio Takahashi of Folha de Sao Paulo were:
Ask three before me
Children are encouraged to ask their peers for help before approaching the teacher, the net effect of which frees teachers up for dedicated one-on-one time with students and demonstrates to students that teachers aren’t the only holders of knowledge.Learning & teaching same word in Maori (Ako)
A common refrain from schools is that students aren’t there to be taught but to learn, and that teachers foster this from day one. Fabio latched onto the Maori word that symbolises this – Ako.Schools as staging grounds for tertiary study
High schools provide a high level of autonomy to students in picking their own career path and mirrors tertiary study (choose courses, get credit). This is unheard of in Brazil.Freedom vs pets
One of the most powerful interviews conducted was with a year 13 Brazilian student, who started off stating that NZ teachers were authoritarian and cold compared to the more ‘huggy’ first-name-basis Brazilian teachers. However, as the student talked, he began to reflect on how much independence and responsibility he had in New Zealand bringing him to the realisation that his life in Brazil was like that of a pet…his parents fed him, housed him, ran him around, made all his choices for him, while in New Zealand he was free to go where he liked if he could figure out how to get there and how to pay for it. You could see the pride he took in this epiphany that he was actually free and capable of making life choices.Toddlers with tools
As you’ll see from the photo in the published article above, the other thing that impressed Fabio was the 4-year-olds armed with real saws and hammers!The answer then for how we do it was revealed through every level of the education system. Children are encouraged to be active learners and this is achieved through a national curriculum that allows flexibility for each community to adapt aspects of education to their own surroundings.
Fabio produced a full-page article in the largest national newspaper in Brazil that fully articulates why New Zealand is the #1 country in the world for preparing students for the future.
Articles published to date include: “A paradise for learning”, “How teens build successful New Zealand businesses”, “These two MBAs in NZ have 100% employability”, “Brazilian lecturer and PhD student create start-ups in NZ”.
The reach of Exame’s online readership is in the 20 million range whilst the print edition of Folha De Sao Paulo enjoys 300,000 subscribers.
For comments or questions on this report, please contact Ana ana.azevedo@enz.govt.nz (Brasila-based) or Julian julian.ashby@enz.govt.nz (Wellington-based).
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Strengthening education links in US
The trip included speaking at the world’s largest annual international education conference (NAFSA), as well as interviews with international education media including Chronicle of Higher Education, PIE News, and Times Higher Education. Chris Hipkins also met with US government officials and education professionals from various organisations and institutions.
The trip began with an open forum discussion with New Zealand education representatives. Chris Hipkins responded to questions relating to the challenges New Zealand faces as it reopens and rebuilds its international education sector. He then met with Jared Polis, Governor of Colorado. Their discussion touched on commonalities between New Zealand and the State of Colorado and compared approaches to education reform and improving education outcomes for students, particularly those from marginalised backgrounds. They also discussed the importance of research collaboration, particularly as it relates to STEM subjects and the global climate crisis. The meeting ended with agreement that deeper relationships between institutions in Colorado and New Zealand would be beneficial.
Speaking at the opening plenary at NAFSA, Chris Hipkins emphasised that New Zealand is once again ready to welcome international students. NAFSA leadership invited the Minister to a private reception after the plenary where they shared their enthusiasm for New Zealand reconnecting with the world. During his day at the Denver Convention Center, the Minister also took a tour of the conference exhibit hall, chatting with both New Zealand and international educators.
“It was wonderful for the Minister to get this chance to engage with our education providers and get a broader look at the international education field,” says Lisa Futschek, ENZ’s General Manager International. “It was great for him to see how well-regarded New Zealand’s education system is in the global international education ecosystem.”
Guests enjoying the New Zealand reception at NAFSA
Chris Hipkins then met with Deputy Assistant Secretaries of the US State Department’s Bureau of Education and Cultural Affairs (ECA) and the Bureau of East Asian and Pacific Affairs. He reaffirmed New Zealand’s strong partnership with the US and the international education sector’s commitment to diversity, equity, and inclusion through our continued partnership with ECA around the Fulbright and Gilman scholarships, which enable students of limited financial means to study abroad.
“The Minister received a very warm welcome from our colleagues at the State Department who were excited to hear our borders are opening,” says Education Counsellor to the US and ENZ’s Regional Director to the Americas, Middle East and Europe, Amy Rutherford. “It’s great to have such a strong relationship with a government’s education agency committed to the same values that we are.”
A variety of organisations involved with the delivery of international education in the US also met with Chris Hipkins for a roundtable discussion. This covered the unique opportunities for New Zealand in the international education sector and what sets us apart from other countries and their education systems.
(l to r) Education Minister Chris Hipkins, Kahle Charles, Assistant Superintendent of Assessment, Curriculum and Instruction, St Vrain Valley School District and Scott Cardwell, Co-founder and CEO, ImmerseMe. Mr Charles is signing the agreement between St Vrain and ImmerseMe.
On the final day of his visit, Chris Hipkins headed to Xero’s Denver headquarters to participate in a roundtable discussion with several principals and school superintendents in surrounding Denver school districts, as well as the New Zealand edtech company ImmerseMe and representatives from JillE Literacy. The conversation touched on the changing face of early childhood and school education due to COVID. Panellists were interested in the approaches and policies being implemented in New Zealand and all were agreed that we would benefit from working together and learning from each other to improve education outcomes. At the end of the roundtable, the Minister witnessed the signing of a seven-year partnership agreement between ImmerseMe and St. Vrain Valley School District, and the gifting of GlobalEd’s JillE Literacy books to roundtable participants.
The Minister’s involvement, along with the launch of the I AM NEW global marketing campaign, certainly helped lift New Zealand’s profile at NAFSA. There was a lot of interest inNew Zealand’s announcement of reconnecting with the world, and the eight universities and Te Pūkenga were kept busy meeting with partners each day of the conference.
The trip strengthened our connections with the international education community, including with US study abroad professionals recruiting students to study in New Zealand. As study abroad applications begin to open for January 2023 study, thanks to the Minister’s visit to NAFSA, the international education community will be well aware that New Zealand is ready to host students and can provide a unique and high-quality education experience.
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New Zealand – Korea digital student exchange
Education New Zealand Manapou ki te Ao (ENZ) again worked in partnership with two education organisations in South Korea – Gangwon International Education Institute and Seoul Metropolitan Office of Education – as well as with NZ-based Learn English Live, to deliver the programme.
The programme offers opportunities for Korean 12–14-year-olds, and for New Zealand students, many from low-decile schools, to develop their language skills and engage in cross-cultural relationships with their international peers. This is done through Zoom sessions using quizzes and other interactive activities, where students can share aspects of their life. Facilitated, student-led discussions in small groups are another key feature of the programme.
In all, 654 students from 12 New Zealand schools and 16 South Korean schools participated in the programme, attending sessions once a week for seven weeks – 102 sessions in total.
Students who participated in the programme represented the following schools across New Zealand:
Sylvia Park School, Rotorua Intermediate, Raumati Beach School, Finlayson Park School, Tauranga Boys College, Taupo Intermediate, Cambridge High School, Waimea Intermediate, Tokoroa Intermediate, Solway College, Rowandale Intermediate, Auckland Grammar.
Each school assigned at least one of their classes to take part in this programme, with teachers recommending the initiative to their colleagues for future sessions.
Within the Seoul and Gangwon regions in South Korea the following schools took part:
Seoul Schools: Dongguk Middle School, Wonmyoung Elementary School, Nonhyun Elementary School, Sinseo Middle School, Soongeui Elementary School, Topsan Elementary School, Gajaeul Elementary School, Seoul Kyodong Elementary School, Hansan Elementary School, Seoul Anpyeong Elementary School, Singa Elementary School, Buksung Elementary School, Songwon Elementary School.
Gangwon Schools: Gangreung Haeram Middle School Buron Middle School Namchuncheon Girls' Middle School.
A total of 339 children from South Korea were digitally connected with children in New Zealand.
The 2022 programme has provided many positive benefits for schools, teachers, children, and the wider community both in New Zealand and South Korea. In a world where in-person exchange and cultural opportunities remain constrained, the programme has continued to enable school children to connect with their international peers and develop long-term connections.
Feedback from teachers in New Zealand highlighted the enthusiasm that children in the classroom showed towards the programme.
The incorporation of a hybrid STEM-based and cultural-based exchange model was especially welcomed and enabled the promotion of unique aspects of Māori culture, in a modern format, on the international education stage.
New Zealand teachers also gave the programme the thumbs up. Given their high workloads, they appreciated that they did not have to organise the content or facilitate the sessions, as this was taken care of by the Learn English Live (LEL) team.
The programme provided the opportunity to indirectly promote a New Zealand school education to a South Korean audience. Students there were reported to be highly engaged throughout the exchange. The ENZ team will give a presentation on the programme at the Australia International Education Conference (AIEC) in October 2022: The session will explain the programme evaluation and survey methodology and how the results are being used by ENZ and LEL to continue to enhance the digital exchange to benefit students. The presenters will also discuss how they overcame challenges relating to language barriers, as one of the main goals of the exchange is to support Korean students with learning and practising English.
Contacts for more information
New Zealand representatives attending AIEC can attend the ENZ session or contact our South Korea team to receive a copy of the presentation slides after the conference (Alanna Dick).
Know of a New Zealand school interested in the next round of NZ-Korea digital student exchange? Please contact Learn English Live (William Clarke).
