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Showing 10 of 2157 results for read 2024 FRM Exam Part I - Quantitative Analysis online free

  • Introducing our joint work programme with Immigration New Zealand

    The joint work programme will support the sector by sharing clear, consistent and relevant information. Aims include encouraging decision-ready applications coming into the immigration system, improving processing times, reducing pressure on the system and attracting genuine students.  

    First-time international student visa application checklist 

    The joint work programme has developed a student visa application checklist for people applying for a student visa as an international student for the first time. 

    The checklist provides a step-by-step guide for students. It will help first-time applicants avoid missing out information and including the correct supporting evidence needed so INZ is able to make decisions more quickly.    

    Not only does it include general application information, it also has further information for eight countries that require specific forms of verifications.    

    The checklist was developed in conjunction with ENZ and peak bodies and this feedback has been incorporated into the final version.

  • From the CE: Committed to a quality student experience

    I therefore welcome the Government’s announcement this week of a new, interim code of pastoral care for domestic tertiary students in place for 2020. New Zealand is a world leader in providing pastoral care to international students and has had a code in place since 2002.

    The domestic code will complement the Education (Pastoral Care of International Students) Code of Practice, which provides assurance about the quality of the New Zealand study experience for prospective international students and their families.

    The interim domestic code will not affect international students next year.

    Providers, however, need to be aware of one important change that affects them. The Government is introducing new offences and penalties which will also apply to institutions enrolling international students. These offences and penalties are for severe breaches of the Code. Providers can comment on the Bill during the Parliamentary Select Committee submissions process this month.

    Next year the Government is developing a permanent Code of Practice which will include opportunities for the sector to engage and contribute to its development. It also provides an opportunity to address any gaps in the current Code of Pastoral Care for International Students, in time for 2021.

    ENZ is committed to a quality experience for all international students.  We have worked with providers and students to develop resources for students to support their journey – from discovering New Zealand as a destination, through their decision-making process, while they study here, and up until the time they depart and become ‘ambassadors’ for New Zealand. We welcome the use of these resources by our industry partners to support your work with international students.

    Resources like Study in New Zealand help students considering New Zealand as a destination. International students can search for courses and scholarships and register with My StudyNZ, which matches them with courses and institutions and enables them to track their applications.

    NauMai NZ provides information on life as an international student living in New Zealand.  It focuses on their support and wellbeing, helping them to make social connections and reducing the possibility of students feeling overwhelmed. It includes practical information and advice on everything from how to open a bank account to understanding Kiwi slang.

    I’m also proud of our new campaign, ‘Ask New Anything’, launched last week. It features students providing unscripted answers to real questions from prospective students. It’s our most technologically advanced campaign to date using Tohu, a chatbot, to answer questions about studying and living in New Zealand. 

    I invite you to have a look at this and our other resources and to share them with your teams and international students.

    After all, our shared goal is to ensure international students are well-informed and supported to enjoy a high-quality education and experience here in New Zealand.

    Ngā mihi

    Grant McPherson

    Chief Executive, Education New Zealand – Kaihautū, Manapou ki te Ao

  • Massey and Education New Zealand collaborate on digital marketing service

    How prospective students interact with a New Zealand provider before they enrol can make all the difference, when it comes to whether or not a student makes the leap. EOS is a digital tool, managed by ENZ, that has the potential to improve this process significantly.

    EOS involves digitally linking up ENZ’s student-facing marketing platforms that provide tailored information about New Zealand with students offshore – such as www.studyinnewzealand.govt.nz, and Massey’s international student Customer Relationship Management (CRM) system. It works by sharing students’ interest in Massey (with their permission), with the university, allowing the Massey team to begin engaging with them through their own marketing processes.

    This service benefits both ENZ and Massey: Massey receives leads that ENZ has generated, and ENZ can keep an eye on students to help better understand what marketing activities generate applications that are the best fit for New Zealand.

    Massey Manager of International Marketing and Communications, Rachel O’Connor, estimates that the EOS saves about three minutes’ work on each prospective student. In just two months, that’s added up to just over 32 hours of her team’s time.

    “We’re improving our understanding of our students’ digital journey through seamless integration, improved automation and better reporting,” she says. “I love the fact that we can actually see things like the most popular courses, markets and demographics.”

    Of the prospective students ENZ has shared with Massey, 10 percent have started the enrolment process, and five percent have completed their application.

    EOS has been 18 months in the making – and its development has been a collaborative effort between ENZ, ENZ’s data partner SpeakData and Massey.

    ENZ Director Marketing Platforms and Campaigns, Euan Howden, says Massey saw the potential of the EOS pilot early.

    “The completed project is an excellent example of the value to be gained from partnerships – we’re already working on connecting more institutions to the EOS.”

    The EOS is currently available to all universities and some larger PTEs – and ENZ is looking at how it can also be of benefit to other parts of the sector such as schools and ITPs. Once the service has been fully established, ENZ will give further updates on its performance and rollout.

    If you would like to learn how your institution could use the service, please contact ebd@enz.govt.nz.

  • New Zealand experience grows global indigenous network

    A special bond forged through a Study Abroad programme, involving Vermont’s Champlain College and Auckland University of Technology (AUT), was marked by the gifting of a unique pare whakairo (carved doorway mantel) to the US College in September.

    Called Te Hononga (The Convergence), the pare whakairo was created by kaiwhakairo (Māori carver) Pahi O’Carroll over four weeks in residence on the Champlain campus. 

    The pare is unlike any other. It is carved from a wood native to the area – black walnut – and evokes values, beliefs and traditions common to both Māori and the indigenous people of Vermont, the Abenaki.

    The relationship between Champlain and AUT dates back five years, when New Zealand Honorary Consul and trustee of Champlain College, Dr George Burrill, first established a study abroad exchange programme between the two institutions. To date, over 100 students have participated.

    One of the highlights of American students’ time at AUT is the Noho Marae programme.

    “Every year students tell us how the Noho Marae programme has profoundly impacted them,” ENZ General Manager – International, Lisa Futschek, says. “It turns them into lifelong advocates for New Zealand, its education system and Māori culture.”

    Run by AUT Senior Lecturer in Māori and Indigenous Development, Jason King, the mini-course includes basic Te Reo Māori, Māori mythology, waiata (songs) and cultural customs. It includes with a noho marae (weekend-long marae experience). 

    King describes the course as “the base of a tree, from which branches and leaves grow”. 

    “The course puts indigenous goggles on students,” he says. “It opens them up to areas of discussion with their own indigenous people.

    “My ultimate aim is to connect us not only globally, but indigenously.”

    Thanks to their connection to Māori via AUT and the Noho Marae programme, Champlain College made a formal connection to their own indigenous people, the Abenaki tribe. A representative from the Abenaki was present at the unveiling of Te Hononga. 

    Many US students choose to keep in touch after they return home through the student-led Whānau Councils. These were first established in 2010 after students from Europe were so moved by their AUT marae experience that they set up their own group to maintain their connection to New Zealand and each other. There are now three Whānau Councils across Europe and the US actively supported by AUT.

    For the European council’s 10-year anniversary, members of group are planning to return to New Zealand – this time with their partners and children.

    “We tell them during the Noho Marae, after studying in New Zealand you are whānau for life,” King says.

  • From the Acting CE: Open for business – international education and the vocational reforms

    I am therefore very pleased that Education New Zealand has the opportunity to contribute and support the work of the establishment unit for the New Zealand Institute of Skills and Technology (NZIST) and the reforms.

    The NZIST will bring together the existing 16 ITPs to create a unified, sustainable public network of vocational education.

    As we all know, New Zealand enjoys a strong reputation for work-ready education and industry training.

    The reforms should build on New Zealand’s reputation as a high-quality choice for international students. They should also help develop a strong national identity for the vocational sector, representing a significant opportunity for providers to attract overseas students.

    They should also help ensure a regional spread of students across New Zealand, with a lot of benefits for the regions – including skills, diversity and revenue.

    I’m also very pleased to see that the reforms recognise the importance of international education. One of the seven IST work streams focuses entirely on it.

    The International Education Working Group is chaired by Michelle Jordan from Venture Taranaki. Members are drawn from across nine institutes of technology/polytechnics and one skills organisation.

    We are working closely with the group to support their work. And we’ll continue to work with them through the journey to share our experience and expertise.

    The NZIST has a huge challenge ahead. And the changes to the country’s vocational education system will take time to embed.

    While there is much happening at the provider level, the message for the sector and international students is that it’s business as usual. ITPs are open for business. And ENZ is continuing to market them. Students can continue to enrol at ITPs for 2020 as usual, including for multi-year programmes. Existing programmes, qualifications and credentials will continue to be recognised internationally.

    The changes will take time, but they are an investment in the future of New Zealand’s vocational education and international education sectors.

  • Applications now open for the New Zealand-China Tripartite Fund

    University researchers are invited to submit proposals for the latest round, with up to $30,000 available per application to support quality, high-level research and collaboration. The fund seeks to initiate new tripartite partnerships and enable the further development of existing partnerships between a New Zealand university and two Chinese partner universities. 

    Eligible Tripartite Fund subjects can be drawn from the arts; humanities; social sciences; sciences and applied sciences; including agriculture; food safety; conservation; forestry; advanced materials engineering and environmental science.

    The fund was established in 2005 when the New Zealand and Chinese Ministries of Education agreed to formally support and promote tripartite relationships between Kiwi and Chinese institutions, in which a New Zealand university became the ‘third brother’ to an existing ‘two brothers’ agreement.

    This agreement was a first for the education relationship between New Zealand and China, and since then many other countries have followed New Zealand’s lead.

    Previous research linkages and projects have benefited both nations and highlight the growing academic and research engagement between China and New Zealand. There have been positive outcomes across a variety of research areas, including environmental protection and climate change, health and medicine, animal science, educational development, media literacy, renewable energy and the conservation of national parks. 

    “The Tripartite programme highlights our commitment to the strategic education partnership between China and New Zealand,” ENZ Director – Greater China, Miranda Herbert, says. “The projects and research under the programme to date showcase and support the reputation of New Zealand universities in China through our quality of research and people-to-people ties.”

    The deadline for applications is 1 March 2020, with a project start date of 1 May 2020, and end 30 April 2021.

    Below is the criteria for successful applicants:

    tripartitecriteria2

    Download the application form and submit it to china@enz.govt.nz. Any queries can also be sent to this address.

  • From the CE: A uniquely Kiwi education

    Tēnā koutou katoa –

    I’m extremely proud to have introduced ENZ’s Māori name this year: Manapou ki te Ao. It truly sums up our work and values: Manapou means supporting and sustaining life, enabling growth and progression, while ki te Ao means to the world. That’s our role in a nutshell – enabling all students to gain the skills and knowledge to grow and contribute to the world.  

    And that’s been our focus this year. Together with the sector and other government agencies, we’re working towards the goals of the International Education Strategy – to ensure students who come to New Zealand have a high-quality, uniquely Kiwi education, and that they feel welcome and flourish.  

    Here’s a roundup of some of our latest work to help achieve this:   

    We’ve been developing tools to support students while they’re studying here. Our new student-focused website NauMai NZ embodies manaakitanga. It offers practical and trusted information for students new to New Zealand, on everything from bank accounts to water safety to mental health. And it decodes the mysteries of Kiwi slang! To date more than 20,000 students have visited the site. 

    We’ve been promoting a New Zealand education through our new brand message, I Am New, which encourages students to think independently and to ask questions. Ask New Anything, our new marketing campaign, reinforces that. It’s where prospective students can ask real students real questions about what it’s like to study here, and receive an authentic, unscripted answer. Take a look at the videos on YouTube. New Zealand’s education providers and ENZ Recognised Agents are very welcome to use these resources in their own marketing. 

    Our new joint work programme with Immigration New Zealand is helping to increase numbers of decision-ready applications from students coming into the immigration system. This will help improve processing times, reduce pressure on the system and attract genuine students.  

    In addition, we’re working with stakeholders from across government, the sector and providers to ensure international education is fully considered in the vocational education reforms. We’re also working with the New Zealand Institute of Skills and Technology (NZIST) to develop a strong global marketing platform to promote New Zealand as a destination for quality vocational education. In the interim we’re working closely with ITPs to support the message to students and agents that it’s “business as usual” for international students. 

    Finally, we often talk about the benefits of international education in terms of economic, social and cultural benefits for New Zealand and New Zealanders. But for me, international education is much more than that – it’s personal.  

    That’s because I’ve been an international student and because, together with my family, we have been privileged to host several college-aged international students from Japan and to become their New Zealand family. Likewise, many of my colleagues here at ENZ have been international students or hosted students or had family members studying abroad. So, we understand first-hand manaakitanga, the richness that cultural diversity brings, and the strong and enduring bonds that are formed.  

    At the end of the day, international education is about nourishing and enriching the young manuhiri in our care as they live and study among us, far from home. 

    So in closing, I wish you and your extended families the compliments of the season and a happy New Year. I’m looking forward to working with you next year to provide a uniquely New Zealand education and experience to those choosing to study here, and to ensure more young New Zealanders take up the opportunities to study abroad. 

  • From Education Minister Chris Hipkins

    It represents a shift from international education as a revenue generating export industry to one that incorporates domestic students, boosts global skills and enriches our country socially and culturally.

    We’re making strong progress towards this vision. Education New Zealand’s latest Perceptions survey shows more New Zealanders – nearly 60% – believe international education makes a positive contribution to this country. The survey also reveals an increased appreciation for benefits such as greater cultural understanding.

    We’re seeing more international students located around the country, supporting regional economies and contributing to diversity and inclusion in local communities: the regional distribution of international students is now at its highest level in the past five years.

    We are also seeing a rise in the numbers of international students enrolling at our universities – up seven percent from 2017, and also in our schools, which are up six percent.

    This is evidence of the quality of the educational experience we are offering to the world. The Reform of Vocational Education is another step in the right direction, ensuring this sector is strong, unified and continues to be globally relevant in the fast-changing world of work.

    The reform includes bringing together the country’s 16 ITPs under a single national Institute of Skills and Technology. This will strengthen New Zealand’s profile internationally and increase our ability to attract quality students from around the world.

    Of course, an excellent educational experience is about more than just what happens in the classroom. It is about students feeling welcome, safe and supported. The International Education Strategy places wellbeing front and centre. We can be proud of the progress that has been made in this area – enhancing the pastoral care of international students and improving the information provided to prospective and current international students.

    Let’s continue to work together to grow this vision. As one of the Kiwis surveyed for ENZ’s Perceptions research says: “by bringing a global perspective to our educational facilities, international students increase New Zealanders’ understanding of global cultures and perspectives – and collaborate with them".

  • New Code of pastoral care for domestic tertiary students in 2020

    The Code means there will be a consistent approach to the welfare, safety and wellbeing and pastoral care of domestic tertiary students.

    This follows the Government passing new legislation (the Education (Pastoral Care) Amendment Act) and releasing details of an interim Code of Practice setting out the Government’s expectations of tertiary providers.

    The interim domestic tertiary code will be in place from 1 January 2020. It sets out a general duty of pastoral care that tertiary education providers have for domestic tertiary students, and specific requirements for providers that offer student accommodation. All tertiary education providers are expected to comply with the Code.

    International students already have a high level of pastoral care and support in place as set out in the Code of Practice for pastoral care of international students which includes safety, wellbeing and accommodation.

    International students are also supported by the International Students Wellbeing Strategy, which ensures government agencies work together to support international students to feel safe, well and welcome in New Zealand.

    In relation to student accommodation, tertiary education providers will be required to support the safety and wellbeing of students and improve the consistency of standards in student accommodation.

    From next year, the interim code introduces offences and penalties for serious breaches that will apply to providers and signatories to the Code for international students, including schools.

    There are no changes for international students as they continue to be well covered under the Code of Practice for pastoral care of international students.

    The Government will work with the sector in 2020 to develop a permanent on-going Code of Practice for 2021 and beyond. This will provide an opportunity to consider any improvements to pastoral care for international students to be introduced for 2021.

    Further information:

    Minister’s media release

    The Code of Practice for the pastoral care of domestic tertiary students

    More information on the Ministry of Education website

    The Education (Pastoral Care of International Students) Code of Practice 2016 is administered by NZQA who can, with the Minister’s permission, delegate administration functions to Universities NZ.

  • Coronavirus update for ENZ stakeholders

    National response

    The New Zealand Government says it is alert to the issue but not alarmed. The Ministry of Health advises the risk of an outbreak in New Zealand is low, but it is monitoring the situation closely. It will advise if any public health measures become necessary.

    As a precautionary measure, the Government is taking an all-of-Government approach with meetings starting today. ENZ is participating in these meetings, which are led by the Ministry of Health.

    International education sector

    We are working closely with the Ministry of Education to share information and communicate with the international education sector.

    To date, we have responded to some questions from education providers about the situation. We are monitoring issues, and developing responses and information for providers.

    We will provide further updates as needed next week.

    Key sources of information and advice are:

    Please contact us if you have any issues or concerns.

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