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  • Latest recipient of innovation funding will strengthen indigenous links

    Te Whare Wānanga o Awanuiārangi (TWWOA) is the most recent recipient of support from the International Education Product Innovation Fund, administered by Education New Zealand Manapou ki te Ao (ENZ). 

    TWWOA’s pilot project ‘Iwi taketake: an Indigenous postgraduate curriculum’ will see the co-construction of an international Indigenous curriculum from post-graduate certificates through to doctoral studies.   

    The new curriculum will be developed and delivered with Indigenous college graduates based at Hawai’i, Washington State, Canada and Australia, and will strengthen relationships with and between Indigenous communities and education providers in the United States. The pilot project will demonstrate how applied Indigenous postgraduate education can deliver value for Indigenous communities who are more used to being the subjects of research, rather than the beneficiaries of it.   

    The first ‘co-badged’ qualifications, awarded jointly by TWWOA and partners offshore, will be offered to learners from 2024 onwards. 

    The International Education Product Innovation Fund is a New Zealand Government-funded initiative, managed by ENZ, to reimagine how an education from New Zealand can be delivered and create impact for global learners. Learnings from this stream of work will be shared for wider benefit to the sector in late 2023. 

    Visit the Product Innovation Fund page to learn more and discover all the pilot projects the Fund is supporting.

  • Study abroad promo in US

    Study Abroad Month, led by our Washington DC-based team, targeted the study advisors at United States universities, who support students with their study abroad plans. A series of videos were published each week and sent to key contacts, including a closing video from Education Minister Chris Hipkins. 

    Lewis Gibson, Field Director North America at Education New Zealand Manapou ki te Ao, says study abroad students are our main source of international students from the US.  

    “Pre-Covid-19, around 350,000 tertiary students each year spent a semester overseas as part of their degree. We’re looking to increase our share of this group. 

    “In normal times, US institutions and study abroad advisors rely on the voices of New Zealand alumni, who can share their experiences with other people on campus and build interest in a New Zealand study experience,” he says. 

    “We needed to do something different this year, because our borders had been closed so there weren’t the alumni students available on campus. We also needed a good way to remind study advisors about New Zealand’s unique education offering.”  

    Lewis says feedback from institutions in the US has been very positive, and they are looking forward to seeing students travel again to New Zealand. Some of the comments received included the following: 

    • “Thank you so much for letting us know about this exciting project! I just shared the New Zealand Study Abroad Month YouTube channel with our spring 2023 applicants... We are thrilled to nominate over 15 students to our outstanding partner universities in New Zealand ...for the first time in over two years!”  

    • “Thank you for sharing this information. I watched Fiona’s video for VUW and I am sharing it with several students who are deciding which NZ institution to attend for Term 1 via TEAN.  I’ll be certain to watch future videos and do the same with those.”   
    • “We are so grateful of the opportunities you provide our students, and our tight partnership together.”  

    “In case anyone is wondering, we initially intended to run the promotion for four weeks, hence the name, ‘Study Abroad Month’. But with the participation of so many universities, and the inclusion of additional videos reflecting the voices of students, it made more sense to expand the promotion to six weeks.”  

    Before our borders closed, the US was our sixth largest source of international students, with most students seeking to enrol in university-level study here. Study Abroad Month aimed to attract students to New Zealand from the US spring semester 2023 onwards. 

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  • EdTech famil programme provides eyes on New Zealand for innovation

    The programme included visits to Singapore, Viet Nam and Indonesia by a New Zealand delegation that included nine companies. The nine companies had a diverse range of education expertise, products and services from cutting edge Neuroscience for early childhood education to delivering TV-style drama series for English language education young adults.  Six core companies participated across the three counties - Language fuel, Neurofrog, Chasing time English, StepsWeb, Jix Reality, and PipiLearning, while three additional companies already in the regions  Writers' toolbox,Komodo wellbeing and Kami, joined the Singapore programme for specific elements. 

    The programme included meetings with the Ministries of Education of all three countries, specifically to understand the digital adoption and education roadmaps of each. Singapore shared their Transformation of education technology masterplan 2030 as a capability multiplier for educators and learners, and Viet Nam shared their focus on and investment in technology and management systems and using education technology to build the human potential of their citizens. Indonesia shared their Super App which allows for their 646.2 thousand schools, 4.2 million teachers and lecturers and 71 million students to all benefit from the large-scale acceleration of an economy moving at pace with a firm policy that ‘no one is left behind’. 

    Alana Pellow, ENZ’s Business Development Manager, led the delegation and said that the programme was carefully put together to ensure the visit was as much about showcasing New Zealand’s expertise and innovation in EdTech as it was to learn about what other countries and leaders in this space are doing.  

    “Across the three countries, the EdTech companies had the opportunity to meet and visit education providers from schoolteachers and leaders, vocational education providers and universities to education enrichment centers. They also heard from New Zealand business leaders and government agencies in each region, as well as had briefings and networking with local EdTech owners to gain a deep understanding of the economic and EdTech landscapes in each country. 

    “The public, private and enrichment education landscapes, which offer significant opportunity for EdTech’s, was a great eye opener particularly in Early Childhood Education (ECE), English language, literacy and English language teacher’s space.  

    “For example, in Viet Nam it is not uncommon for parents to spend 30% of their income on education – including after school enrichment education such is the ambition of parents for their children,” said Alana. 

    The private school market across all three markets is viewed as particularly significant for New Zealand. During the visit, it was noted by a number of diverse education related professionals how the New Zealand EdTech group were subject matter experts with education specific capabilities and expertise across many areas from linguistics, literacy, English language, teaching, academic R&D and collaboration with recognised and respected global experts such as – Oxford University Press, Oxford University, Royal Melbourne Institute of Technology, National University of Singapore, Institute of Technolgy Education and the University of Auckland. 

    Interest in New Zealand’s Education Technology was picked up by the local press in Indonesia and Viet Nam, with Viet Nam in particular seeing 17 stories feature across its various media channels. This has provided valuable visibility of New Zealand’s innovation and expertise in digital education across a wide education subsector value base from ECE and K-14 to R&D at tertiary level. Positive leads have followed and the founder and CEO of SIS and Inspirasi schools, which has schools across Indonesia, South Korea, Myanmar, and India, has already been in touch with two of the NZ EdTech companies to explore future collaboration. 

    Meeting with Politeknik Negeri Jakarta (VET) Indonesia.

    ENZ’s EdTech delegation meeting with Mr. Nguyen Bao Quoc, Deputy Director (Digital Transformation), and colleagues at the HCMC Department of Education & Training, Ho Chi Mihn City, Viet Nam.

    The delegation also attended the EDUtech Asia Policy Summit in Singapore where education, education policy makers and education technology solution providers came together from across Southeast Asia. Highlights included:

    1. The pace and scale at which many SEA countries are upskilling and shifting their policy and philosophy to equip their educators, citizens and systems to be meaningfully productive.
    2. That digital literacy training is not just the domain of learners.  Educators also need high quality digital training, materials and resources. 
    3. Artificial Intelligence is forcing a rethink on everything and in assessments, what do we care about assessing? Knowledge attainment or the deep skills for being human?  
    4. Partnership is hard but offers competitive advantage and ‘’success’’ when human skills are done well, and many global universities are doing partnership well and reaping the rewards. 

    Any New Zealand EdTech and Education publisher companies interested in finding out more about the SEA market can contact Alana Pellow - alana.pellow@enz.govt.nz 

    ENZ’s EdTech delegation meeting with Mr. Nguyen Bao Quoc, Deputy Director (Digital Transformation), and colleagues at the HCMC Department of Education & Training, Ho Chi Mihn City, Viet Nam.

  • New ECA signed with US institution

    Increased opportunities for students and researchers from diverse backgrounds to study and carry out research in New Zealand, and more international opportunities for Māori will result from the new agreement between the Louis Stokes Alliance for Minority Participation-National Science Foundation International Center of Excellence (LSAMP-NICE) and Education New Zealand Manapou ki te Ao (ENZ).

    Attendees outside the Embassy of New Zealand in Washington DC, where the meeting was held

    The Embassy of New Zealand in Washington DC was the venue for the annual general meeting and conference of LSAMP-NICE on 29-30 September 2022. Representatives of 60 LSAMP institutions across the US attended, as well as international partners including the University of Toulouse, the French Embassy, a Te Kāhui Amokura delegation, and ENZ. The role of Te Kāhui Amokura is to advance and promote the collective interests of New Zealand’s universities to improve outcomes for Māori, and the delegation comprised: 

    • Rawinia Higgins, Deputy Vice-Chancellor, Māori, at Victoria University of Wellington (VUW)  
    • Meegan Hall, Assistant Vice-Chancellor Mātauranga Māori, VUW  
    • Fiona Johnson-Bell, Senior Manager, Education and Māori, Universities New Zealand  
    • Tim Manukau, Mātauranga Co-Director, University of Waikato Environmental Research Institute  
    • Megan Ranapia, PhD student, University of Waikato  
    • Kirita-Rose Escott, PhD student, VUW. 

    ENZ Manukura Chief Advisor Māori, Ed Tuari, welcomed attendees with a mihi whakatau, and Lance Fisher (Northern Cheyenne) responded with a traditional Northern Cheyenne song. The meeting ended with the signing of the new agreement by Steve Dupuis, LSAMP-NICE Project Principal Investigator, Salish Kootenai College, and Ed Tuari on behalf of ENZ. 

    Ed Tuari and Steve Dupuis signed the education cooperation arrangement

    “We are working to build people’s understanding of New Zealand as a country with a unique bicultural heritage and strong social justice values,” DuBois Jennings, ENZ’s Director of Engagement, North America said.   

    “The new agreement reflects that New Zealand is an ideal education destination for students from historically marginalised backgrounds, and it opens up exchange possibilities for Māori and Pasifika students from New Zealand to experience education on US campuses. 

    “We have been developing these relationships over several years, including at NAFSA earlier this year. Future possibilities include agreements between LSAMP-NICE and individual New Zealand providers.”  

    In late 2021 the National Science Foundation, Te Kāhui Amokura and ENZ worked together on a series of virtual information exchange sessions, which covered indigenous language research, indigenous data sovereignty, and the impacts of climate change on indigenous communities. More than 150 experts took part, including Native American, Alaskan Native, Native Hawaiian, and Māori scholars.   

     

     

    LSAMP-NICE is funded by the Louis Stokes Alliances for Minority Participation (LSAMP) programme, an alliance-based programme which aims to diversify the science, technology, engineering and maths (STEM) workforce in the US by increasing the number of STEM degrees awarded to historically underrepresented populations, specifically African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders. Salish Kootenai College, a Tribal College based in Montana serving the Confederated Salish and Kootenai Tribes, is LSAMP’s lead institution. 

  • NZ’s education brand remains stable despite border closures

    A recent presentation by Jason Cate of Kantar, who carried out the 2022 annual brand survey for ENZ, considers two broad questions: 

    • How is the demand for international education changing post-Covid 19? 
    • How is New Zealand’s brand as an education destination being impacted? 

    “This programme tracks perceptions of New Zealand as an education destination globally, but also specific association statements and overall sentiment, appeal and attractiveness,” Jason Cate says.  

    “It’s always interesting to see how this develops and changes over time, particularly over the last couple of years, given all the challenges.” 

    More than 4,800 potential students were surveyed online across 11 priority countries, as well as their parents in some markets. The 16-24 year olds surveyed were mostly current students, and all of them were considering further study in an offshore, English-speaking country. 

    Jason Cate says the survey shows the overall nature of demand for offshore education is stable in 2022, and only slightly lower than before Covid-19.  

    The core reasons why students are considering studying offshore haven’t changed: 

    • to live and travel overseas 
    • to meet new people 
    • to enhance their employability. 

    The survey shows there has been a significant reduction in the proportion of students delaying their studies because of Covid-19 (from close to half of students to around one third), but the proportions of students considering both study offshore and at home, or study offshore and online, have increased. In other words, there is a shift in their preferences for the mode of delivery. 

    Across most of our key partner countries, perceptions of New Zealand are relatively constant, with the only change being a small decline in awareness. New Zealand again tussles with Singapore for the fifth strongest brand in student mobility among English-speaking countries. 

    For more details about global demand and perceptions of New Zealand’s education brand in individual markets, you can listen to the full presentation on Intellilab here, by registering and logging in through MaiENZ. 

     

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