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• Malaysian Social Enterprise, The Tuyang Initiative and ENZ collaborate to present the ‘Indigenous Peoples Talk Series 2023’

  Through this programme, The Tuyang Initiative and Education New Zealand Manapou ki te Ao (ENZ) aim to provide a platform for indigenous subject matter experts to share their valuable insights and expert opinions. At the same time, they will address the critical issues impacting areas such as livelihood, sustainability, and cultural expressions of indigenous peoples in Malaysia and Aotearoa New Zealand. 
  
  Adopting a casual online weekend chat format, not unlike the verandah chats in the longhouses in Sarawak, the series of three talks will each explore three central themes: Education & Technology, Social Entrepreneurship, and Arts & Culture. Each panel will showcase a distinguished lineup of speakers, including indigenous academics, activists, social entrepreneurs, researchers, contemporary artists, and cultural practitioners. 

  The programme commenced on Sunday 13 August, linking with the International Day of the World Indigenous Peoples, globally observed on Wednesday 9 August. The inaugural session was opened by Juvita Tatan Wan, co-founder of the Tuyang Initiative, and featured esteemed speakers Prof. Dato’ Dr. Bahari Belaton (University Malaysia Sabah), Dr. Welyne Jeffrey Jehom (University of Malaya), Dr. James Alin (University Malaysia Sabah), and Dr. Hazel Abraham (AUT – New Zealand) discussing the Empowerment of Indigenous Communities through education and technology. The virtual event was livestreamed on The Tuyang Initiative and New Zealand High Commission in Kuala Lumpur’s Facebook pages, the recording can be viewed here. 

  Speaking about the collaboration with The Tuyang Initiative, Ben Burrowes, ENZ’s Regional Director (Asia) states that the effort reflects our commitment to fostering cross-cultural understanding and knowledge exchange, providing a platform for indigenous voices from Malaysia and Aotearoa New Zealand to come together.  

  “Through these engaging panel discussions, we aim to celebrate the rich diversity of indigenous cultures, explore innovative ways to empower indigenous communities, and promote sustainable practices that ensure the preservation of their invaluable heritage. We believe that this series will contribute significantly to enhancing global awareness and appreciation for the unique contributions of indigenous peoples in shaping a more inclusive and interconnected world."  
  
  The second panel discussion on Social Entrepreneurship will be held on September 24, 2023, while the final discussion on Arts & Culture is scheduled for October 29, 2023.  You can view these here.
  

  About The Tuyang Initiative: 

  The Tuyang Initiative is an accredited, community-led social enterprise working with Dayak (Borneo indigenous) communities in the inclusive development of talents, products and services in areas of cultural heritage through strategic industry partnerships. Its goals are to empower the communities in generating meaningful livelihood and driving cultural continuity. The organization is based in Miri, Sarawak (Borneo -– Malaysia). 
   
  More info www.thetuyang.com  

   
   

• PIF Recipient: Financial education platform for secondary schools

  Founded in 2015, Banqer set out to tackle the global challenge of financial illiteracy. The team knew that school students were missing out on practical and engaging financial education, partly from a lack of curriculum-aligned resources, and partly from time-poor schools and teachers struggling to deliver financial education on top of everything else.

  Research shows that 75% of us believe schools aren’t doing enough to combat financial illiteracy, and with financial education widely seen as a ‘circuit breaker’ for intergenerational inequality, something needed to change. That’s where Banqer’s award-winning platform came in. Through an online simulation, Banqer introduces students – from primary school through to secondary – to financial concepts like budgeting, savings, careers, insurance, renting, home ownership and investment. 

  "We've seen firsthand the engagement and impact that Banqer creates in New Zealand secondary school classes, and are excited to take this to the world with the support of Education New Zealand,' said Kendall Flutey, Co-Founder and CEO of Banqer 

   

  Banqer High at Cashmere High School

  A step-change from textbooks or written resources of the past, Banqer helps students learn by doing. Learners explore their own simulative economy where they create fictitious bank accounts, earn income, pay expenses, invest, insure, budget and more. 

  Banqer is one of the recipients of the International Education Product Innovation Fund – an initiative funded by the New Zealand Government’s Covid Response and Recovery Fund and managed by ENZ, New Zealand’s dedicated agency for international education. 

  With Banqer’s platform already widely used by schools across New Zealand, the company is looking to scale up its impact and innovation to create financial empowerment for more learners around the world. 

  Support from the Product Innovation Fund will help the company scale Banqer High (its platform for secondary school learners) across Australia and validate new markets, including in North America. The funding will also help develop Banqer Beyond, a new product which aims to bring Banqer’s financial education to a broader audience beyond schools, which could include workplaces, community settings, or direct to consumers. 

  

  Banqer was a natural fit for the Product Innovation Fund, which is supporting seven pilot projects that deliver new, meaningful and unique learning experiences from New Zealand to the world. These pilots reimagine what a New Zealand education experience can look like and mean for global learners.  

  From New Zealand to the world, Banqer’s technology is setting learners on track for better financial futures. And thanks to the partnership between Banqer and ENZ, the stage is set for this New Zealand-built product to have an even greater impact around the world, delivering financial education and empowerment to learners wherever they are. 

   

  More information: 

  Learn more about Banqer. 

• PIF Recipient: Chasing Time English

  Across the world, there is a vast market for English language learning. To put a number on it – around one billion learners. In many countries, though, English is taught through repetitive, mostly grammar-based content. The result is two-fold: students become disengaged and disinterested, and they advance in writing and reading skills at the expense of speaking skills. 

  Chasing Time English is a New Zealand company on a mission to make English language learning engaging, exciting, and effective for educators and students around the world. How? Through video. The team at Chasing Time English believe that English language classes should excite and inspire students to learn more, and decided video was the best medium to achieve this. 

   

  

  Chasing Time English uses engaging video story content to educate learners.

  Through original, live-action-drama videos, Chasing Time English brings intrigue, humour, surprise and suspense into learning. Redrawing the line between education and entertainment, the short videos produced by Chasing Time English are designed to stand alone as quality entertainment, with strong learning outcomes embedded throughout. 

  To achieve this feat, the company brings together a team of English language educators, applied linguists and filmmaking professionals, who collaborate to create compelling, narrative-based drama content backed up by a cutting-edge pedagogy. 

  While other education publishers also produce English language learning video content, this is often lower quality video with limited learner appeal and retention. By creating professional quality drama content, Chasing Time English has become a market leader in English language video learning. Captivate learners, and the learning will follow. 

  Chasing Time English is one of the successful recipients of funding from the International Education Product Innovation Fund, a New Zealand Government-funded initiative to support pilot projects that reimagine and rethink what a New Zealand education experience can look like and mean for global learners. Education New Zealand Manapou ki te Ao (ENZ) is the government agency responsible for international education and is managing the Product Innovation Fund. 

  ENZ will work in a partnership approach with each successful recipient, sharing skills, expertise and resources to help each pilot succeed and develop into a self-sustaining education offering. The lessons learned through the pilot projects will be shared for the benefit of New Zealand’s entire international education sector, with a view to encouraging innovative, new offerings for international learners to experience a New Zealand education. 

  The Product Innovation Fund award will enable Chasing Time English to design, develop and deliver a new set of programmes for high beginner to elementary English language learners and educators. Target audiences include New Zealand education institutions with offshore partners, high schools in Japan and the Netherlands, and English language teachers at the post-beginner level. 

  Across two programmes of 10 weeks each, learners will be able to access up to 100 hours of engaging resources, including Chasing Time English’s distinctive video content, along with other audio and video resources and communication-based activities. The new set of programmes will incorporate a strong New Zealand theme, sharing New Zealand storytelling and themes of environmental sustainability and innovation. The original video content will also showcase New Zealand’s spectacular natural scenery, helping inspire learners and build a connection with New Zealand, wherever they are in the world. 

  With the support of ENZ through the Product Innovation Fund, Chasing Time English is set to continue growing its impressive offering for English language learners around the world. Already setting the bar for the quality of its learning resources and pedagogy, this Kiwi education provider is showing that online learning can be fun and effective, while also showcasing New Zealand’s landscapes, people and values to learners wherever they are. 

  More information: 

  Learn more about Chasing Time English 

   

   

• PIF Recipient: Connect2NZ

  Connect2NZ aims to show that tertiary education providers can work with government agencies to build a framework for international learners that is innovative, future focused, and learner-centric.     

  Connect2NZ’s target audience is professionals, living outside New Zealand, who are seeking skills development in emerging sectors. Work has been undertaken to determine learner needs and match those with areas where New Zealand is strong. The project will design and deliver micro-learning and short courses which have pathways, allowing these learners to study from a group of courses to achieve their desired career outcomes. Potential topics include technology, leadership, health and wellness, food and agritech, energy, tourism, design and natural hazards. Our goal is to eventually extend our offerings to degree qualifications.  

  "What excites me the most about the Connect2NZ project is the exploration of potential new offshore/online markets. In particular, the global lifelong learner market which is huge and to date not well served by some of the fantastic educational offerings available from the New Zealand Higher Education sector, "  

  Professor Mick Grimley, Dean of Future Learning and Development, University of Canterbury 

  Some of these courses will be delivered by one provider partner, while others will be jointly designed and delivered. The number of tertiary education providers is expected to grow following consultation with government agencies and community outreach.    

  The pilot project is supported by Education New Zealand Manapou ki te Ao (ENZ). Through its International Education Product Innovation Fund, ENZ is supporting a range of pilot projects that reimagine how a New Zealand education can engage and inspire international learners and create impact through new delivery modes, approaches and partnerships.  

  "Connect2NZ breaks the mold by uniting our organizational strengths in solving a challenging problem. When we prove success, the value add is a model other institutions can follow". 

  Dr David Dannenberg, Director of Learning, Teaching and Library, Lincoln University.

   

   

• PIF Recipient: Te Kaihau Ltd

  Te Kaihau Ltd, based in the Hutt Valley, is the organisation behind the Global Enterprise Experience (GEE), a well-known social enterprise proposal competition. For years, GEE has brought together eight-person virtual teams from around the world. Their challenge: to work together on a six-page business case for a profitable, self-funding business venture that addresses a United Nations (UN) Sustainable Development Goal (SDG) and can get off the ground with limited capital. 

  In 2022 alone, GEE placed 1,100 participants from 131 universities and 98 other organisations across 72 countries onto global teams. Although many participants are tertiary students studying business or other courses, GEE teams are open to anyone, anywhere in the world, looking for a cross-cultural challenge. 

  From a highly successful foundation, Te Kaihau Ltd is planning to upgrade the Global Enterprise Experience into an even more impactful programme that builds lifelong links between Kiwis and emerging global learners, while making a real contribution to sustainable development. Thanks to an award of funding from the International Education Product Innovation Fund, managed by Education New Zealand Manapou ki te Ao (ENZ), the upgraded GEE programme is on the way to becoming a reality. 

  The new ‘GEE Peer-Leader Plus’ programme is designed to supercharge the impact of the existing programme, which already develops an impressive set of skills in its participants: cross-cultural communication, teamwork, entrepreneurship and innovation to name a few. 

  Future GEE learners who opt into GEE Peer-Leader Plus will benefit from one-on-one leadership coaching, peer-group interactive webinars, online learning modules, and a microcredential in peer-leadership which will be assessed on performance. 

   As Te Kaihau Ltd explains, the upgraded programme aims to transform learners into peer-leaders. Instead of being passive recipients of knowledge, peer-leaders step up to make a difference where they can, no matter their ‘designated role’ in a workplace or other organisation. Peer-leaders are confident, can influence others, are action oriented, and can support designated leaders to make change. 

  A deeper, more immersive learning experience through the GEE Peer-Leader Plus programme will also leave learners in a better position to bring their sustainable business concept to life, or take other meaningful action on the UN SDGs. 

  Woven throughout the new learning experience is a uniquely New Zealand theme, which draws attention to New Zealand’s efforts on sustainable development and positions New Zealand as a leader in ‘manaaki leadership’, which uplifts and supports the mana of others. 

  To complement the upgraded GEE experience, a microcredential will be developed and offered to universities and other education providers. A microcredential – a short course that offers certification on completion – recognises achievement in a specific set of skills, competencies, and knowledge. The GEE Peer-Leader Plus microcredential will provide a way for education providers to incorporate peer-leadership into their international-focussed course offerings. 

  Over time, and using the GEE Peer-Leader Plus microcredential as a stepping stone, Te Kaihau Ltd hopes to build a full qualification in global leadership and innovation by 2025, with the GEE Peer-Leader Plus experience serving as one module. With GEE participants coming from 800 universities around the world, Te Kaihau Ltd has built a valuable network of learners and education providers. Now, with support from ENZ and the International Education Product Innovation Fund, the stage is set for the New Zealand-led GEE programme to supercharge its impacts, building peer-leaders around the world with the skills and capability to take action for a better future. 

  More information: 

  Learn more about the Global Enterprise Experience (GEE) 

• PIF Recipient: Tokona te Raki

  Tokona te Raki has already led some brave pioneering work, such as challenging streaming in schools based on evidence it has a largely negative impact on Māori students, more often perpetuating inequity, rather than reducing it. They are working on indigenous youth pathways into digital futures, understanding future tribal skill needs and honing tribal innovation models. 

  With global challenges like climate change, shifting population demographics and the impact of technology all combining to create both uncertainty and opportunity, the future is there for the taking – or rather the shaping. 

  Tokona te Raki is an indigenous social innovation lab operating under the mana of Te Rūnanga o Ngāi Tahu. With over 76,000 registered tribal members and a territory covering over 80 percent of New Zealand’s South Island /Te Waipounamu, Ngāi Tahu is the largest iwi / tribe in Te Waipounamu. 

  With Māori youth being the fastest growing sector of the Aotearoa New Zealand population, Tokona te Raki is on a mission to tackle inequities they face in their journey through education and into enterprise and employment. Through projects with whānau, communities, and external partners, rangatahi are equipped and empowered with the tools and support to shape and be inspired by their futures, succeeding as Māori.  

  Their latest project is an ambitious one: to reimagine international education. With support from Education New Zealand Manapou ki te Ao (ENZ) as a Tiriti partner, through the International Education Product Innovation Fund, this vision to reshape indigenous education is moving closer over the horizon with a view towards a future where youth are confident, competent, and connected both tribally and globally. 

  ‘Indigenous Future Making’ is a pilot project to reimagine the future of international education towards an indigenous vision of a tribal and global learning network. Te Ao Māori (the Māori world) and its knowledge systems create an identity unique to Aotearoa and sees the future as an opportunity rather than an inevitability. 

  To frame the project, Tokona te Raki has identified several ‘shifts’ that transform what international education can deliver for indigenous communities and learners. From colonial and Euro-centric to diverse, indigenous, and global; from physical, site-based delivery to place based and virtual delivery; from fixed-duration courses to lifelong learning; from rational (IQ) intelligence to emotional, cultural, and digital intelligence; and from narrow credentialling to flexible and adaptive credentialling. 

  Instead of framing international education through an economic lens and thinking of international learners in terms of revenue extraction, the pilot project imagines values-based value generation, a reciprocal, two-way street of learners travelling both into and out of Aotearoa New Zealand, education contributing to global challenges and collective action, and Aotearoa New Zealand being recognised for its unique value proposition: a caring, safe, secure, innovative and culturally relevant education provider. 

  The project will deliver an indigenous future-making framework, backed up with a toolkit and a curriculum. An online platform will be explored to serve as an indigenous knowledge exchange, facilitating the transfer of knowledge between and within Māori and other indigenous cultures. 

  Tokona Te Raki is among a range of pilot projects supported by ENZ’s Covid Response and Recovery Fund funded product and service diversification workstream. This New Zealand Government-funded initiative to encourages the development of new products and services in the international education sector.  

  The project explores how Aotearoa New Zealand can offer indigenous solutions to global challenges, such as climate change and social inequality. More than a funding contributor, ENZ is working with Tokona te Raki to explore what being a good Tiriti partnership should look like to best support and realise the full potential of an Iwi led project, leveraging each other’s networks and capabilities. The learnings from Indigenous Future Making, and the other pilots, will be shared for the benefit of Aotearoa New Zealand’s wider international education sector, encouraging other education providers and organisations to keep innovating for the future. 

  Learn more: 

  Learn more about Tokona Te Raki 

• EdTech conference a great success

  Education New Zealand (ENZ) supported the conference, alongside Learning Media and Grow Wellington, as part of ENZ’s wider strategy to build the capacity, capability and scaleability of the international education export industry.
  
  ENZ sees a vibrant and successful EdTech sector as critical to the success of New Zealand’s educational offerings, domestically and offshore.
  
  ENZ Education Business Development Manager Melonie Pitkin says “One of our key goals for the conference was providing an opportunity for a sector to begin to self identify and find opportunities to make business connections that might not ordinarily occur as part of business as usual.
  
  “On that front we would certainly view this inaugural conference as successful. We're pleased that it was so well attended and well received. We're looking forward to feedback from participants that will help inform and shape how Education New Zealand can work with the EdTech sector.”
  
  The EdTech for Export website will become a hub for EdTech news and information. Videos and slides for some keynote speakers and breakout sessions have been posted on the site.

• Get ready for unprecedented profile of NZ education in China

  We also need to make a leap in scale.

  We can’t do that with a business as usual approach.

  This realisation is behind the Dragons in a Distant Land documentary now set to screen before 650 million people in China from August 2013.

  The documentary highlights the experiences of Chinese considering studying in New Zealand and of successful alumni who have returned to China.

  Education New Zealand (ENZ) General Manager of Marketing and Channel Development Kathryn McCarrison says the two-part documentary (renamed from Dragons in the Land of the Long White Cloud) is designed to be a “game changer” for New Zealand’s student attraction marketing in China and will boost referrals to Chinese agents and New Zealand institutions. The documentary seeks to capture parents’ attention; students aged 16-25 will be targeted by a digital campaign.

  “We’ll get unprecedented coverage of New Zealand education in China with the documentary.

  “We all need to get ready – the Chinese networks will only give three days’ notice of the first on-air date.

  “To get full value out of the investments in the documentary, we – that is ENZ and the industry – need to run an integrated campaign leveraging each other’s work.”

  ENZ is developing marketing materials to help institutions plan their marketing in China following the screenings of Dragons in a Distant Land on national and regional television.

  These materials will be made available to institutions.

  ENZ’s production company, the Gibson Group, is negotiating with Chinese networks to have the documentary screened in August. The associated student dragons’ marketing campaign will be ready on 1 August 2013 to support the launch of the documentary.

  Key features of the campaign include:

  • Using alumni and agents on Weibo (the Twitter of China) to post about studying in New Zealand and direct people to the campaign’s website

  • Creating posts for targeted internet forums and bulletin board sites

  • Posting content to Youku, the YouTube of China.

  To directly engage the target audience – parents, prospective international students and education agents - there will be:

  • Video advertising targeting social networking and video sites and  top student portals

  • Performance display advertising.

  ENZ’s current Baidu search campaign will be reconfigured to ensure relevant searches are directed to the student dragon’s campaign website.

  Kathryn says the traffic from the student dragon’s campaign website will go to the New Zealand Educated website. “Your information on it will likely be the first impression of your institution for many Chinese visitors. 

  “We recommend you check out your institution’s page on newzealandeducated.com very soon to ensure your content is up to date.”

  Closer to the launch date ENZ will make available key messages for each episode, press releases, a media question and answer and photography from the documentary. The final media buying plan, showing when and where ENZ will be advertising in China as part of the campaign, will also be available to help institutions with their own media buying.

  A drop-box folder has been set up to access these materials when they become available. Email Deena for details. She will keep you posted on developments through e-news.

• Kiwi robots breakthrough in China schools

  At the 2013 world robotics championship New Zealand high schools won three of the five high school divisions and went on to win the World Championships.

  Students from Glenfield College and teachers from Glenfield College, Westlake Girls High School and Massey University, led by Chris Hamling, National Manager of Kiwibots were invited by Tianjin Association for Science and Technology (TAST) to attend last month’s Tianjin Science Week.

  They visited five schools in the northern Chinese city. As well as showing off their robots, the teachers also did a number of presentations about New Zealand’s education system on the theme of “How we make winning students”.

  Chris says “We wanted to build up from a simple description of how robotics are used in the classroom and then go on to illustrate how New Zealand's education system emphasizes practical work.

  “Our ESOL support is important in allowing international students to find their feet quickly and that our universities are an important part of our education pipeline.”

  The Kiwi party was followed from school-to-school by CCTV, China’s largest television channel.

  Earlier this year TAST approached Chris wanting New Zealand schools to take part because China, like New Zealand, wants to to accelerate scientific progress and develop new technology, popularize scientific knowledge and create an environment for innovation. Chris says discussions between TAST and the Kiwibots led them to conclude that “it is primarily because of our education system that we are so successful”.

  Education New Zealand Senior Education Manager in Beijing, Stijn Te Strake, says “stimulating creativity through education is a recurring theme in dialogue with China and other Asian countries looking towards technological innovation to advance rapidly developing economies.

  “Kiwibots is a great demonstration of New Zealand’s strengths in these areas, in a fun and engaging manner that all can relate to.

  “During the visit we saw New Zealand and Chinese students interacting and learning from each other, with their passion for science and technology as the basis of common understanding.”

  Education New Zealand (ENZ) supported the Kiwibots visit to Tianjin. Last December ENZ also supported the Asia-Pacific Robotics Championship held in Auckland to leverage and promote New Zealand as a study destination, particularly for middle and high school students with an interest in technology.

  More than 500 students in nearly 150 teams competed in this championship, with 70 percent coming from offshore, mostly China (77 teams) but also Hong Kong and Singapore.

• GST and international students

  Officials recently released an issues paper dealing with the GST treatment of immigration services provided to non-residents.  While this does not have direct implications for educational institutions, it does serve as a timely reminder that supplies to non-residents must be considered carefully when determining whether GST applies or not. 

  The general rule regarding supplies of services to non-residents is that if the non-resident receives the supply in New Zealand, GST will apply. Conversely, if the supply or services physically takes place outside New Zealand, or if it is made to a non-resident who is not in New Zealand when the services are performed, the supply will be subject to GST at 0 percent.

  In relation to international students, where they come to New Zealand for their education GST must be charged. If the international students are enrolled in distance learning and do not come to New Zealand for the purpose of the course being provided, the supply will be zero-rated. 

  However, there may be situations where the international student completes most of the course via distance learning from offshore, but attends for example block courses in New Zealand as part of the course. In this situation part of the course delivery will be received by the student in New Zealand which makes the supply subject to GST at 15 percent rather than 0 percent. 

  Based on the comments in the immigration services issues paper, potentially all of the course fee could become subject to GST at 15 percent in this scenario, although depending on the detailed arrangements the GST liability may be able to be limited to a portion of the total course fee.

  If you offer any courses where the supply is received by students both within and outside New Zealand, we recommend that you seek tax advice regarding your GST liability.

  Andrea Scatchard is an Associate Director in the Hamilton office of Deloitte, and Allan Bullot is a Partner in the Auckland office.  Andrea can be contacted on 07 838 4808, and Allan can be contacted on 09 303 0732.

  While care has been taken in the preparation of this article, it has been prepared to provide general information only and should not be taken as a substitute for seeking professional advice. 

  Deloitte does not accept any liability for any loss that may arise as a result of any person relying on the information or views expressed in this article.