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Helping education agents understand the NCEA qualification and the pathways it opens to higher study
Education New Zealand and the New Zealand Qualifications Authority (NZQA) collaborated to organise a webinar for education agents in December on the National Certificates of Educational Achievement (NCEA), New Zealand’s school-leaver qualification.
The webinar was well received, with 241 attendees, and featured a robust question and answer session at the end.
The session helped education agents – and by extension the international students they support – in better understanding how NCEA works, the changes introduced to the qualification in recent years, and how learners can access higher education in New Zealand and internationally after achieving the NCEA qualification.
NZQA Deputy Chief Executive - Assessment, Jann Marshall, said the webinar was a valuable opportunity to build understanding of how the NCEA qualification works.
“It is important for everyone working with international secondary learners to have some understanding of how NCEA works, and the opportunities it creates for learners wanting to continue their study in New Zealand or internationally.
“It was great that we could engage with education agents on the topic and answer questions.”
NCEA is a well-recognised qualification in many countries. New Zealand is also a signatory to UNESCO qualifications recognition conventions (for example, Lisbon, Tokyo and Global Conventions), which support learners with NCEA to work or study internationally.
About NCEA
NCEA is offered at three levels – Level 1 is usually attempted by students in Year 11 of schooling, Level 2 at Year 12, and Level 3 at Year 13 (the final year of New Zealand secondary school). NCEA Level 2 is generally the minimum qualification needed for some jobs and tertiary education programmes, while Level 3, with the University Entrance award, is the minimum standard for entrance into a New Zealand university.
NCEA is standards-based, meaning each learner needs to show they have skills and knowledge at a specified level (a “standard”). Each standard a learner achieves gains them credits, and credits build toward an NCEA qualification.
Learners are also required to meet minimum requirements for literacy and numeracy. There are multiple opportunities in each school year for learners to attempt specific literacy and numeracy assessments, and there is also a list of other standards that can be used towards these requirements.
A recording of the webinar is available to view here on the Resources section of AgentLab
NCEA resources for education agents, students and parents
If you have any questions about NCEA, contact internationalunit@nzqa.govt.nz.
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Around the world in five
Canada
A new report by Statistics Canada has revealed international graduates typically earn less than their Canadian peers and are more likely to work in sales and services industries.
Australia
A new study into the perceptions of immigrants and immigration policy preferences led by The Australian National University (ANU) has found that Australians want less migration but also hold “large and often contradictory misperceptions”. At the same time, support for international students remains steady.
Africa
ICEF Monitor has analysed mobility patterns in East Africa, noting the growing emphasis on arrangements and frameworks that are beneficial for both sending and receiving countries.
United Kingdom
A UK public opinion poll has shown support for international students and for maintaining or increasing current numbers, with most voters not viewing students as migrants.
India
India’s University Grants Commission has introduced several higher education reforms over the last four years in keeping with the National Education Policy 2020.
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Aotearoa New Zealand reinforces strong presence at NAFSA 2026
Education New Zealand Manapou ki te Ao (ENZ) participated in the NAFSA 2026 Annual Conference & Expo in Orlando, Florida (26-29 May), joining all eight New Zealand universities under the conference theme ‘Global by Design’.
Together, the delegation presented a unified national profile, reinforcing New Zealand’s reputation as a high-quality, innovative, and welcoming study destination.
As the world’s largest gathering of international education professionals, NAFSA brings together thousands of delegates from more than 100 countries, providing a critical platform for global engagement, partnership-building, and sector leadership.
For New Zealand, this annual presence remains essential – ensuring strong global visibility, strengthening enduring institutional relationships, and positioning the country as an active, forward-looking partner in shaping the future of international education.
Two presentations highlighted New Zealand’s leadership across key sector priorities.
Associate Professor and Assistant Vice-Chancellor (Mātauranga Māori), Te Herenga Waka Victoria University of Wellington, Meegan Hall, presented ‘He Whenua Whakapiri: The Aotearoa New Zealand Model for International Student Belonging’. Her session explored how culturally grounded approaches can strengthen belonging and student success, emphasising connection, identity, and community as core to the international student experience.
“NAFSA provided a valuable space to share our distinctive Aotearoa New Zealand approach to international education, grounded in relationships and Māori values. It was a privilege to present and connect with colleagues from around the world who are committed to equitable and inclusive global engagement,” Meegan said.
In a separate session, ENZ’s Director of Engagement (North America), DuBois Jennings, represented New Zealand on a panel titled Impact of Country Partnerships on US Study Abroad Engagement alongside representatives from Germany and Portugal, exploring the US Gilman Scholarship Programme. The discussion focused on expanding access to study abroad and increasing participation from underrepresented students.
New Zealand was the first country to formally partner with the US Department of State’s Gilman Programme and will celebrate a decade of partnership in 2027 – reflecting a shared commitment to equity in international education. Jennings noted that this focus naturally aligns with New Zealand’s national approach, where inclusive pathways and tailored student support are a core priority across the sector.
Together, this collective effort marked another strong showing from New Zealand universities at NAFSA.
ENZ’s Regional Director Americas, Europe & Gulf Cooperation Council, Natalie Lulia, said New Zealand’s presence this year at NAFSA reflected the values that underpin both our society and our education system.
“Through partnership, care, and a strong sense of responsibility to our students, we’re able to achieve what is often rare at a country level. It’s this shared foundation that shapes our offering and strengthens our global voice,” Natalie said.
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Around the world in five
Global
Decline in interest in ‘Big Four’ study destinations
Interest by prospective international students in the ‘Big Four’ study destinations – the United States, Britain, Canada and Australia – declined by 14% in the year ending January 2025.
Australia
The 2025 student: A data-driven analysis of Gen Z and learning abroad
The landscape of higher education has undergone profound shifts over the past five years. The characteristics, expectations, and financial realities of students in 2018 differ significantly from those of today’s university cohort.
United Kingdom
Report projects need for greater diversification in international student recruitment this year
A new analysis from British Council projects softening student numbers from China and India this year. The report argues that educators will need to extend recruiting efforts across a larger number of markets.
China
Chinese universities “hungry” for international partnerships
Chinese universities are keener than ever to create and upgrade international partnerships, a new white paper has said.
India
Could Indian branch campuses bail out struggling Western universities?
India’s opening up to overseas outposts has injected new life into a form of transnational education.
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Thailand retention campaign launches to encourage long-term study in New Zealand
ENZ Thailand has launched a retention campaign to encourage students from Thailand who have previously studied here to return to New Zealand for further study.
Students who choose to continue their education in New Zealand will be eligible for an air fare scholarship (valued up to NZD $3,000), making it easier for them to travel and transition into long-term study. At least 25 New Zealand education providers have volunteered to subsidise the award.
The campaign has already generated strong interest. It was launched at the New Zealand Summer Pre-Departure Orientation on 1 March in Bangkok with over 240 students and parents in attendance.
The scheme will work with students or education agents providing proof of previous study. Once the students are in New Zealand, they can rebate the air fare through coordination with their agents.
Education providers involved in the campaign:
Universities:
- Lincoln University
- University of Canterbury
- University of Otago
Schools:
- Auckland Grammar School
- Cambridge High School
- Glendowie College
- Hamilton Girls’ High School
- Hillmorton High School
- Kaikorai Valley College
- Lynfield College
- Macleans College
- Massey High School
- Mount Albert Grammar School
- Napier Boys’ High School
- Newlands College
- Nga Tawa Diocesan School
- Northcote College
- Palmerston North Boys’ High School
- Palmerston North Girls’ High School
- Papatoetoe High School
- Pukekohe High School
- Rosehill College
- Waitaki Girls’ High School
- Whanganui Girls’ College
- Whanganui High School
If you are an education provider interested in being involved in future retention campaigns, you can email Jaruwan Pongjaruwat, Programme Manager – Thailand at Jaruwan.pongjaruwat@enz.govt.nz.
