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  • Attendee List Sao Paulo Agent Seminar

  • Student20Voice202

  • Quarterly Report for 1 July to 30 September 2020 briefing

  • New Zealand universities’ academic reputation ranks first among English-speaking countries

    Published annually, the QS rankings assess more than 1,500 universities globally across areas such as reputation, teaching, research and internationalisation. 

    New Zealand's overall average score of 51 among countries and territories with at least eight institutions featured in this year’s rankings puts it first in the English-speaking world and fifth in the world for the overall quality of its higher education. 

    The 2026 results see New Zealand universities improve across academic reputation, citation per faculty, and international student indicators. New Zealand also ranks the highest globally in terms of employment outcomes among key English-speaking study destinations.  

    Education New Zealand Manapou ki te Ao Chief Executive Amanda Malu said this is a fantastic result or New Zealand universities as they continue to grow in appeal among international students.  

    “It reinforces New Zealand’s position as a high-quality and welcoming international education destination. 

    “New Zealand universities are all highly regarded for sustainability research and programmes. We need to celebrate this wonderful result for New Zealand universities that highlights the high calibre of our teaching, research staff and students,” Amanda said. 

    On sustainability research and programmes, New Zealand comes second only to Sweden and has three universities in the top 100 globally for the sustainability indicator of the QS rankings.  

    Learn more about the latest QS World University Rankings 2026 here  

  • Stronger together: TNZ and ENZ support school sector growth through agent famil

    The week-long programme brought eight agents from mainland China, Hong Kong, and Taiwan to Wellington, Marlborough and Canterbury.

    The aim was to give agents first-hand experience of New Zealand’s short-term study offerings in schools, strengthen connections with regional education providers, and explore opportunities to develop tailored study tour programmes.

    The famil was funded by TNZ, with ENZ collaborating with Schools International Education Business Association of New Zealand (SIEBA) to manage the itinerary and logistics.

    ENZ Senior Market Development Manager (China), Felix Ye, and TNZ Trade Development Manager (Greater China), Sandy He, led the delegation of eight agents - providing on-the-ground support and sector insights.

    In the year ended December 2024 New Zealand exported $1.29 billion of education related travel to China. This represented 35.8% of all exports of education related travel. For trade in education related travel China, People's Republic of ranked 1 of 140 for highest export value. [1] According to data from Stat NZ, 7.9k Chinese students holding visitor visas came to New Zealand for short-term programmes or study tours - the majority visiting during China’s school holidays in July. [2]

    The agents visited St Mark’s School in Wellington, meeting with Erica Harrison, the Acting Principal, and her team.

    The agents met with 15 schools across the three cities, including a mix of private, state-integrated, and single-sex schools. The journey began in Wellington with a warm welcome at Rāroa Normal Intermediate, where the group received a traditional mihi whakatau — a first-time experience for many.

    Deputy Principal Dave Gillies said it was a great opportunity to showcase the school’s experiential learning focus.

    “We’re excited about developing professional relationships with the agents and the opportunities that will grow from this visit,” he said.

    Students from Chisnallwood Intermediate School perform a haka to welcome the group to the school.

    In the South Island, the group explored a range of school offerings and regional initiatives.

    In Blenheim, agents gained insights into the unique characteristics of state-integrated education at Richmond View School, Marlborough Boys' College, and Marlborough Girls' College. 

    In Methven, Mt Hutt College showcased its tailored short-term programme, featuring sustainability-focused tourism at Ōpuke Thermal Pools and hands-on alpine and agricultural experiences – a creative integration of local resources into learning.

    The famil concluded in Christchurch, where SIEBA and Christchurch Educated gave overviews of the New Zealand school system and introduced how their initiatives support the growth of international education across the sector.

    ENZ Regional Director of Greater China, Dr Ron Xavier, said study tours are a growing area of interest among Chinese agents.

    “This famil gave a genuine sense of what New Zealand schools can offer — from cultural experiences to hands-on learning — and helped connect agents with educators who are eager to host students,” he said.

    ENZ and TNZ plan to work closely with participating partners to develop new study tours across different regions for 2026, helping raise awareness of New Zealand as an education destination for Chinese students.

    SIEBA Executive Director, John van der Zwan, is looking forward to experiencing the benefits of the study tour famil. 

    “Study tours have significant potential, we look forward to the outcomes of this famil increasing the exposure of New Zealand’s regional schools in the China market,” he said.

     

    Paddling a waka on the Avon River. Beyond education, the famil also highlighted New Zealand’s unique culture and natural beauty. From visiting Te Papa and Wētā Workshop to paddling a waka on the Avon River in Ōtautahi Christchurch, agents experienced the blend of tradition and innovation that makes New Zealand a compelling destination.

    [1] Tourism data | Corporate and Stats NZ

    [2] https://tourismnewzealand.com/insights/tourism-data/

  • New Zealand ready to lead students to a more sustainable future

    Research commissioned by Education New Zealand in May found that 79 percent of participants were interested in studying sustainability and climate change. And the 2019 QS Environmental Concerns Survey of 3700 prospective international students from around the world found that more than 75 percent would be more likely to choose a degree if the content helped them learn about reducing their environmental impact.

    New Zealand is often viewed as a progressive nation delivering new solutions to problems while at the same time valuing people, place, and planet. Our world-class education system prides itself on preparing graduates with the practical skills and innovative thinking sought by future employers. Those skills must also now empower them to address issues of global consequence.

    Tertiary education providers boost sustainability education options

    New Zealand tertiary education providers are playing an increasingly important role in shaping this enthusiastic generation of learners, with many institutions incorporating a sustainability focus into their research and in many of the courses they offer.

    Waikato University has gone one step further, announcing it will offer the world’s first Bachelor of Climate Change degree from next year. The three-year course will take a multi-disciplinary approach combining science, economic, social, and political systems, plus mātauranga Māori (Māori knowledge and wisdom).

    “We all agreed that science alone can’t come up with all the solutions,” says Dean of Science Professor Margaret Barbour, one of the key players in the development of the programme. “We need people who can think across knowledge systems.” She is enthusiastic about the contribution international students will make, working alongside domestic students.

    “International students will broaden our perspectives. They will bring new ideas from their home country and that can only be positive because climate change is a global issue,” she says. “The whole world needs to work together on this. We can’t be constrained by national boundaries.”

    “Very soon New Zealand, and the world, will have these graduates who will have a thorough understanding of climate change and the impacts on environment and people, and they’ll be able to think critically and holistically,” says Prof Barbour. “They will have expertise in a particular area related to climate change, but they’ll also have the ability to engage with cultural competency outside their area of expertise.” Whether it’s about protecting our land or our oceans, Aotearoa New Zealand is making its mark. While there is still much work to be done, learners are looking our way for both leadership and collaboration.

    Students choose New Zealand for sustainability studies 

    German PhD student Alexandra Lischka has travelled the world for her research in marine biology but says she chose New Zealand for her doctorate studies because it offered her the opportunity to work with internationally respected marine scientists across three universities.

    “There are so many problems facing our marine environment, and I want to help solve them. The old ways of thinking aren’t working when it comes to solving some of the biggest problems facing our oceans. I know I need to forge another path if I want to make a difference.”

    Heinrich Blass came to New Zealand from Germany to learn more about sustainable and ecological building practices. He chose to spend two semesters last year taking Building Science courses at Victoria University. “I was able to learn a broad approach to sustainable concepts from design to building technology and engineering systems to green building certification,” he says. “This gave me a deep insight as well as extensive expertise in sustainable building.”

    International education experience takes New Zealand thinking to the world 

    In 2019 and 2020, Auckland University topped 850 institutions from 89 countries in the Times Higher Education Impact Rankings which assessed universities against the 17 United Nations’ Sustainable Development Goals across research, outreach, and stewardship.

    Vice-Chancellor Professor Dawn Freshwater says the ease of access to oceans and land provides a “natural emphasis” for environmental research. This, combined with the value placed on kaitiakitanga (guardianship) and mātauranga Māori helps to shape “a unique and distinctive approach to sustainability in this country”.

    For students who seek a brighter future with a lighter footprint, an international education experience in New Zealand will take our thinking to the world, open pathways to collaborate on global causes, and help make the world a better place.

    Mō tātou te taiao ko te atawhai, mō tātou te taiao ko te oranga.

    It is for us to care for and look after the environment to ensure its wellbeing; in doing so we ensure our own wellbeing and that of future generations.

  • Letter from the CE

  • chinese students website

  • Eve Bain 2

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