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Norwegian health students head to Ara
Norwegian student Jorun Tømte
Ara formed the partnership for staff and students from New Zealand and Norway to study abroad as part of an internationalisation programme using International Education Growth Fund (IEGF) funding provided by ENZ.
Jorun Tømte was one of the first Norwegian nursing students to take up a semester-long study abroad experience at Ara during the second semester of 2017.
“I didn’t really know too much about New Zealand, but I knew that the sociocultural norms and the health sectors were somewhat similar,” she said.
“My teachers were amazing. The lectures were diverse, which gave us the opportunity to acquire information in multiple ways.”
Ara has developed relationships with more than 20 institutes in Asia and 14 institutes in Europe, including Molde University College and the Norwegian University of Science & Technology in Norway. Ara also has institutional relationships in North America, India and Australia.
In mid-2018, Ara’s nursing, midwifery and medical imaging students will move into the city’s new Te Papa Hauora/Health Precinct. The world-class hub contains the Health Research Education Facility, a $70 million building that will be home to more than 1,000 Ara students as well as Canterbury District Health Board staff and University of Canterbury researchers.
The quality of Ara’s graduates is impressive. Ara’s medical imaging students were the first in the world to train on virtual reality platforms, and its nursing students have one of the highest pass rates and employment rates in New Zealand.
Each year, Ara welcomes some 1,800 international students from 90 countries.
Click here to watch a video of Jorun discussing her time at Ara.
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Around the world in five
UK
PM to set out ambitious new approach to UK-China education
UK Prime Minister Theresa May is set to announce a new package of education exchange deals and partnerships with China, including more vocational study exchanges and the launch of a new campaign in China promoting proficiency in English.
SWEDEN
Scandinavia’s inquiry into internationalisation
The Swedish higher education system has called for measures to improve opportunities for Swedish students to study abroad and to attract international students to Swedish universities, including a better visa regime and using English to teach courses.
CHINA
Asia University Rankings 2018
China dominates the 2018 Times Higher Education Asia University rankings with its institutions claiming the second, third, fourth and fifth positions.
SOUTH AFRICA
South African ELT rebounding this year
Education South Africa, the country’s peak English language training body, highlights the factors that are driving English language enrolments in South Africa, and expected further growth in 2018.
GLOBAL
Can cryptocurrency democratise education?
On-Demand Education Marketplace (ODEM) is a new platform that allows students and teachers to use cryptocurrencies to develop their own customised study programmes without institutions. This is an attractive concept in globalised education, as it means students won’t need to conform to the requirements of educational institutions in other countries.
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Sign up for ENZ's market intelligence webinars
Following the popularity of ENZ’s Viet Nam webinar last year, ENZ is continuing its webinar series in 2018, providing more intelligence to our industry.
These free interactive sessions will update New Zealand education providers on the latest happenings in some of New Zealand’s key markets. This will include recent trends, target audience insights, competitor insights as well as an update on what ENZ’s priorities are for the market.
Register now using the emails below to secure your place:
- Thailand – 7 March 3:30pm NZ time
Register by emailing Southeastasia@enz.govt.nz
- India – 29 March 4:00pm NZ time
Register by emailing India.Enquiries@enz.govt.nz
We hope to arrange webinars for other markets later in 2018.
Please note: the webinars are only open to New Zealand education providers.
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Export Education Levy projects from 2016/17
The annual report covers the period from 1 July 2016 to 30 June 2017, and can be found on the Education Counts and ENZ website.
The levy is paid by education providers who enrol fee-paying international students in New Zealand.
“In 2003, the Government introduced the Export Education Levy to fund a wide range of development and risk management initiatives for the export education sector. This includes funding the Code of Practice which oversees the wellbeing of our international students while they are studying in New Zealand, as well as marketing, development, quality assurance and research for the sector,” says Belinda Himiona, Group Manager International Education, Ministry of Education.
Activities funded by the levy in 2016/17 include:
- Implementing the International Student Wellbeing Strategy
- supporting promotional activities in ENZ’s priority markets
- expanding the scope and regions in ENZ’s Regional Partnership Programme
Support for promotional activities in ENZ’s priority markets included digital marketing via the Study in New Zealand website, social media campaigns, fairs and events held overseas. It also supported in-bound agent visits and international media familiarisation visits to New Zealand.
Funding also went into expanding the scope of growth activities, and number of regions participating in ENZ’s Regional Partnership Programme, which works with international education providers, local government, regional economic development agencies and communities to encourage regional growth in international education.
Funding was also allocated to administering and monitoring the Code of Practice for the Pastoral Care of International Students. To support the implementation of the new Code of Practice, guidelines and other resources were developed and published on the New Zealand Qualifications Authority’s website. A letter of expectations was sent to all signatories advising them of the new Code of Practice and highlighting their responsibilities
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China's priorities for education reform
Key work for 2018 includes:
- Releasing comprehensive gaokao reform plans for Beijing, Tianjin, Shandong and Hainan, with guidance on gaokao testing subjects for various majors offered at undergraduate level in Chinese universities. For example, by 2020, Beijing will be using a new gaokao system. Students will be tested on the compulsory subjects of Chinese, maths and foreign languages, with students then free to choose three additional subjects from political sciences, history, geography, physics, chemistry and biology.
- Writing the draft of early childhood education law, conducting research announcing the Opinion on ECE Deep Reform and Development to improve the wages and supply of ECE teachers, and urge local government to provide funds to the ECE sector
- Developing a five-year plan on textbook developments for primary and middle school students.
Adele Bryant, ENZ’s Regional Director North Asia, said while these plans are only for students in China, New Zealand providers that host Chinese students should still be aware of them.
“China is moving ahead with its education reform in response to concerns of parents and students around the gaokao and about quality in the early childhood sector.
“New Zealand education providers and exporters should be aware of the developments in such a key market and whether it creates opportunities for direct entry of students, teacher training or provision in the early childhood sector and in education publishing,” she said.
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China experts to speak at Business Forum
The second annual South Island Lantern Business Forum will be held on 9 March and is run by ChristchurchNZ, in partnership with Canterbury Employers’ Chamber of Commerce.
The international keynote speaker for 2018 is Duncan Innes-Ker, The Economist Intelligence Unit (EIU) Regional Director, Asia & Australasia. Duncan, who is based in Hong Kong and a frequent commentator for the BBC and CNN, will speak on the way in which key policies and customer trends in China will shape how businesses will interact and engage with the Chinese market.
Also speaking is Dr Bill Liu, successful founder and CEO of Royole Corporation – a Silicon Valley, Hong Kong and Shenzhen-based company that develops rollable displays for smartphones, computers and televisions. His presentation aims to demystify the maze of investor funding and financing options available for companies wanting to make the big leap to manufacturing in China.
Following the forum is a number of workshops, including one on ‘The Future of The China International Education Market’ led by Shelly Xu, ENZ’s Market Development Manager, based in Shanghai.
Shelly will discuss trends in China student mobility, preferred overseas study destinations and subject choices, and trends in technology adoption in the Chinese education system.
“Knowing how to approach agents and students in China, and understanding the trends in international education demand will help education providers engage more effectively in the market” said Shelly.
“This Forum provides an opportunity for education providers and exporters to network and explore opportunities to leverage from each other’s activities in China.”
International students from China are valued at around $1.55 billion to New Zealand. In 2016, 2,923 Chinese students studied in the Canterbury region. This has grown by 82% since 2012, speaking to the quality and relevance of Canterbury’s international education offering for the Chinese market.
For more information or to register, click here.
- Student Stories
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From Whangaparaoa to Colombia
I love Colombia – the people are some of the friendliest I have ever met and the culture is so vibrant and rich.
I had always planned to study in Medellín since reading Gabriel Garcia Marquez’s novel One Hundred Years of Solitude and learning about the city in my Spanish class at university. Medellín has experienced a period of intense social and urban transformation, and I really wanted to immerse myself in a completely different culture and become fluent in Spanish.
I am studying Political Science on exchange at Universidad EAFIT, an extremely modern and impressive university. It’s been fascinating to study political science during the peace process in Colombia as well and talk to Colombians about their perspectives on the process too.
A lot of degrees are bilingual, with classes in both Spanish and English. I am really proud of my progress so far – I have improved my Spanish so much now that I am fairly fluent, and have learnt a lot about the history and culture of Colombia and the region more generally.
As well as taking Spanish-language classes while teaching English to local children each week. I use New Zealand culture and history as a platform, baking Anzac cookies with them, teaching them some Kiwi slang as well as rugby and kapa haka!
"I truly believe that I am gaining skills that will be valuable for my future."
New Zealand is known as a paradise on the other side of the world. People often don’t know a lot about New Zealand, but they will know Lord of the Rings was filmed there and that our country is beautiful. People know of New Zealand as having a high-quality education system and also a great destination to go to learn English.
Eve with her horse in San Agustin where, during Semana Santa, she enjoyed a 6-day horse trek through the rain forest (despite no previous horse riding experience!)
It sounds cheesy, but I have really come to appreciate the quality of my education in New Zealand! In my classes at EAFIT, even though they are in Spanish, I have received top marks due to my ability to think critically and work independently. These are skills that are emphasised in New Zealand.
It’s also been great to have the opportunity to connect with Kiwis here through the scholarship. I even had dinner with New Zealand’s Ambassador to Chile and New Zealand’s Trade Commissioner for South America.
I truly believe that I am gaining skills that will be valuable for New Zealand in the future, particularly for my future goals of diplomacy and international dispute settlement.
Eve with a view over the entire south of Medellin from the Cristo de Picachu.
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Six months in Singapore
The campus at NTU is truly amazing and the facilities are something to behold. I enrolled in classes at Nanyang Business School (NBS) and the school of Humanities and Social Sciences (HSS). While there were a few language barriers initially, I learnt early on that I would need to speak slower – though at times my professors still struggled with my accent.
Outside of classes, I played hockey in the Singaporean National Hockey League, which enabled me to meet new people and stay healthy. I loved getting to know my teammates, although playing in the 40-degree heat with 100% humidity was torturous at times!
My biggest highlight abroad was taking part in FINEX, a financial competition crossed with the amazing race. I teamed up with two other exchange students to undertake finance-related challenges at locations throughout Singapore and we were fortunate enough to finish runners-up! The competition was a great introduction to Singapore and was an excellent opportunity to meet local students and learn more about the Lion City.
Singapore is a diverse, modern, multi-cultural hub of the ASEAN bloc and was an ideal place to become accustomed to Singaporean, Indonesian, Malay, Indian, Chinese, Korean and Japanese practices first-hand. I gained invaluable exposure to a diverse group of people while on exchange. I became close friends with my Chinese roommate and even learned Mandarin from him.
I travelled extensively throughout most of North and Southeast Asia, visiting friends and immersing myself in their different languages and cultures. Being able to experience these environments first-hand was incredible, and I developed a greater appreciation for a wide array of cultures, customs, traditions and etiquettes. It highlighted the need to be tolerant, patient and respectful of distinct ethnicities and their customs – traits that will prove invaluable for me going forward in both my personal and professional endeavours.
"While I learnt a lot about the places I travelled to while abroad, I also learnt a lot about myself."
Bagan Archaeological Zone, Mandalay, Myanmar.
I now feel more comfortable making connections with people from Asia as I have had the opportunity to develop extensive knowledge of the region. Trade and business prospects between New Zealand and ASEAN nations are extremely promising. However, my experience taught me that these economic relationships must be accompanied by education and an adequate understanding of the cultural dynamics underpinning them. It is so important to approach different cultures, traditions and practices with respect and an open mind. If we are able to do that, New Zealand’s relationship with Asian nations will grow remarkably.
While I learnt a lot about the places I travelled to while abroad, I also learnt a lot about myself. I feel my exchange made me more well-rounded and receptive to others and their ideas. I also feel more driven and motivated to get up each day and make a meaningful difference. My experiences abroad made me realise how fortunate we are in New Zealand and the extent to which we can both learn from and give back to our neighbours in Asia.
I cannot express how grateful I am for the opportunities this award has presented me. The PMSA is a tremendous scheme and I am so appreciative for being given such a great head start.
Hugh at The Bund, Shanghai, China.
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Cultural exchange in Colombia
In 2017, I led a group of 12 Māori Studies and Māori Visual Arts students to Medellín, Colombia for LatinoAotearoa, a four-week cultural exchange where we shared food, song, dance and other cultural practices with the indigenous students at the University of Antioquia.
The interactive programme involved weekly history lectures about the native peoples and settlement of Latin America, supported by weekly film viewings that gave a deeper insight into the future of Colombia’s indigenous people. Visits to downtown Medellin, including galleries and museums, parks and other public spaces, also helped our student know the city more intimately.
Most of our students are bilingual speaking both English and Te Reo Māori, but after four weeks, all of them gained the confidence to converse comfortably in Spanish too.
In return, Colombian students had the chance to improve their English skills, as well as learn Te Reo Māori. We also shared toi Māori (art), cooking, waiata (song), kapahaka (dance) and mau rākau (Maori weaponry skills) taught partly by our students. Our lecture on the journey of Te Reo Māori was particularly important, as Antioquia University is now in the first stages of introducing Colombian indigenous languages into their own curriculum.
Colombian students gather for a lesson on the mangōpare artistic pattern.
“Learning about different cultures and history, I have a new outlook on life now.”
For New Zealand to successfully develop trade and business relationships we must first understand the history, culture and language of our partners. By immersing our students in Colombian culture, they gained valuable skills that can be used not only in Colombia but in wider Latin America.
We also taught Colombians about how to work in a New Zealand context, understanding the values of Tangata Whenua and how these values influence New Zealand at a diplomatic, cultural, linguistic and trade level.
Many students have already expressed a desire to return to Colombia and to continue learning Spanish. Māori Visual Arts lecturer Israel Birch said one of our Master’s students wants to return and work with the indigenous communities on her PhD project, and a staff member from the University of Antioquia is now looking at moving to Aotearoa to teach.
Without a doubt, this trip contributed to the intellectual and personal growth of all members of the group. We can’t highlight enough how important this partnership has been.
At the end of their journey, students shared what they enjoyed the most:
“Learning about different cultures and history, I have a new outlook on life now.” “I am grateful for the time I spent here in Colombia. I’ve had the time of my life and I would recommend to everyone who gets the opportunity to take it.” “I have really enjoyed how much we have been able to engage with everyday Latin American culture. The parceros (language buddies) have made it possible for us to experience social life with Latino friends. I also really enjoyed the history classes and the field trips which showed the history and development of the cities.” “I hope this scholarship will continue because this experience has enriched my life and I will return to New Zealand sharing how beautiful, strong, resilient and warm Colombians are.” “I have absolutely loved this trip, it has been a very amazing and humbling experience. I’m so thankful to have been given this opportunity.”
A piece of Aotearoa in Colombia - a mural painted by Massey and Antioquia students.
