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• New Zealand-trained astrophysicist receives top honour in Malaysia

  She was awarded the prestigious Commander of the Order of Loyalty to the Crown of Malaysia, by Sultan Abdullah at his annual Honours ceremony. It carries the title of Tan Sri, one of the highest federal titles, and is only held concurrently by 250 living recipients. 

  Dr Othman studied physics at the University of Otago in the 1970s and returned for post-graduate study in the 1980s, becoming the first woman to graduate from the university with a PhD in Astronomy and Astrophysics. She then went on to forge a remarkable career in the male-dominated space industry.  

  Colombo Plan Scholar 

  Dr Othman came to New Zealand on a Colombo Plan scholarship. The Plan, a forerunner to our modern development assistance programmes, aimed to promote economic and social development in Asia through education and training.  

  Having fallen in love with physics as a teenager in the 1960s, Dr Othman didn’t discover astronomy or astrophysics until she arrived in Dunedin to study for her PhD in 1974.   

  “There were very few books available at that time and there was not much interest here in Malaysia, but it was very different in New Zealand,” she says. “Neil Armstrong’s landing on the moon in 1969 was a very significant event, but I didn’t think at that time that I would have space as a career. Not in a million years.” 

  Studying in New Zealand opened a world of opportunity for the young, Muslim scholar. Not only did she make a career in the space industry, but she became a leading authority, being appointed the Director of the United Nations Office of Outer Space Affairs in 1999, and the founding director of Malaysia’s National Space Agency in 2002. 

  She acknowledges it has been challenging at times. “It’s been a hard road because I’ve had to start everything from scratch. There was no set path to get to where I am today.” 

  Working to promote science and technology 

  She says her role at the UN was less about science, and more about diplomacy and politics. “How to balance one country’s requirements against another’s. Bringing people to the table together, even if they don’t agree, to try and agree on how to proceed. The other aspect of the job was to see how we could use space to enhance the development of developing countries, especially in science and technology.” 

  It is mostly her work at home for which she has been recognised by the King. As Malaysia’s first astrophysicist, Dr Othman was instrumental in introducing astronomy and space sciences into school and university curricula, advised the Government on space matters, was the driving force behind the National Planetarium in Kuala Lumpur, initiated the country’s National Microsatellite Programme, and headed Mega Science 3.0, the ambitious project to transform Malaysia into leading global player in science and innovation by 2050. 

  Justice and fairness in New Zealand education  

  But it all started as an international student in New Zealand, a time Dr Othman remembers as being both liberating and rewarding. “I particularly loved the egalitarian environment of the university, and that reflected wider New Zealand society.”  

  “There will always be a role for New Zealand in supporting education internationally through its cultural perspective on science,” she says. “There is no hierarchy in New Zealand science – professors treat their students as equals and encourage them to challenge and ask questions. That approach has stayed with me through my career. 

  “New Zealand education also instils a deep sense of justice and fairness.”  – Malaysia alumna and astrophysicist Dr Mazlan Othman. 

• New code for student care established

  You are invited to contribute to the development of guidelines that will accompany the new Code.

  Launched by Minister Joyce on 10 March, the new Code better reflects the outcomes expected by students and their families, and the high standards of student support that our industry seeks to maintain.

  Find out more about the Code and the new contract disputes resolution scheme on the Ministry of Education’s website here.

  As the administrator of the Code, NZQA is inviting our industry to contribute to the development of guidelines to help providers understand, in practical terms, what being a Code signatory involves and offer best-practice examples of pastoral care of international students.

  Ensure your voice is heard as NZQA drafts these guidelines. As an industry we want to have a high bar of expected practice when it comes to the pastoral care of students. The guidelines should demonstrate examples of what good practice looks like and what, as an industry, you see as the minimum that should be expected.

  The Ministry of Education, along with NZQA and Education New Zealand would like to acknowledge the important contribution many of you made to the development of the new Code by sharing your ideas and suggestions throughout the consultation process. It is through this sort of industry participation and commitment that New Zealand continues to be at the forefront of best practice in international student care.

  We encourage you to take part in developing the guidelines.

• $10 million fund to support teaching of Asian languages

  The first call for registration of interest is open from 13 October to 20 November 2014. All state and state-integrated schools can apply for funding under ALLiS.

  The Government wants to increase second language learning for all students. As well as learning our national and official languages (English, Te Reo Māori, and New Zealand Sign Language), and Pasifika languages, New Zealand needs to increase the number of students learning Asian languages to support our growing trade and international relationships with key Asian countries.

  ALLiS will support schools by setting up new, or strengthening existing, Asian language programmes. ALLiS funding is available for up to 90 schools or clusters of schools, with particular emphasis on those that establish language learning pathways from primary through to secondary schools. The fund will encourage greater collaboration amongst schools in partnership with external Asian Language and Cultural organisations. Once the funding ends, programmes are expected to be self-sustaining.

  China, Japan and Korea are amongst our top five trading partners but the number of students learning these languages in our schools is relatively low compared to other international languages. In 2013, only two secondary schools offered Korean, fewer than 40 schools offered Mandarin Chinese, while Japanese was offered by 160 secondary schools.

  For more information on the ALLiS programme and the funding process visit the Ministry of Education website.

• New Zealand Schools International Student Experience Survey 2015 Sector Presentation

• New portal shows students around New Zealand

  The Study in New Zealand website will soon have a regions portal to show international students what it would be like to study, live and work in different parts of New Zealand.

  Students will be able to access information, search options, maps and interactive tools about New Zealand, which is divided into 15 regions for the purposes of this project.

  The portal aims to increase referrals from Study in New Zealand to institutions and regional cluster websites around the country.

  The Study in New Zealand website already has a New Zealand regions section showcasing tourism attractions, but it isn’t targeted to meet the needs and interests of students. The new portal, to be launched in July, will focus on letting students know about specific advantages of studying, living and working in each regions.

  Education New Zealand (ENZ) worked in partnership with our regional network of representatives to identify value propositions for each region. We also set up a Regional Reference Group, consulting the group at every stage of the project.

  The project is part of the Regional Partnership Programme, launched in 2013 to support the development and growth of international education in selected regions.

  It contributes to one of ENZ’s key Statement of Intent targets which sets out to ‘increase the proportion of international students enrolled to study in regions outside of Auckland’. 

  Our new regions portal taps into a trend highlighted in a recent ICEF Monitor article, which highlights that location is an important factor in the decision to study abroad.

  ICEF Monitor reported that international students considering an education institution look closely at the city or town’s key offerings including weather, cultural and recreation opportunities before committing to study there. The article used New Zealand as an example, referring to our ‘notable destination marketing-based campaign’.

• India – Budget update

  India’s economy is struggling under high inflation and the worst slowdown since free-market reforms in early 1990s. The new government is trying to restore the confidence of domestic and foreign investors by bringing more clarity and structure to the taxation system.

  Significant government funding has been allocated to the education sector. The BJP’s manifesto included areas such as girls’ education, e-learning, re-structuring of the University Grants Commission (UGC) into a Higher Education Commission and setting up National Multi-Skill Missions, with more detail about these still to be announced. The Union Government will also create a separate Ministry for promoting entrepreneurship and skills development.

  The budget announced an increased investment in school, vocational and higher education. The government also identified new areas in the higher education sector for further development, such as research in agriculture, life sciences and biotechnology, film and television institutes and sports.

  Some of the key initiatives which might offer opportunities for New Zealand institutions and training providers:

  School education

  • Allocation of NZ$97 million for a teacher training programme to introduce new training tools and motivate teachers under the Pandit Madan Mohan Malviya New Teachers training programme.

  Vocational education

  • Launch of Skill India, a programme focused on training Indian youth, with an emphasis on employability and entrepreneurship skills.

  • Allocation of NZ$20 million for the Young Leader programme to promote leadership amongst Indian youth.

  Higher education

  • Five new Indian Institutes of Technology (IITs) and five new Indian Institute of Management (IIMs) to be established with an initial allocation of NZ$97 million in the current fiscal year.

  • Five technical research centres will be identified and strengthened.

  • Two new Agricultural Research Institutes of Excellence to be established with an allocation of NZ$20 million.

  • NZ$39 million has been allocated to start two agriculture and two horticulture focused universities.

  • Two new agri-biotechnology clusters to be developed.

  • Two biotechnology clusters planned in Bangalore and Faridabad.

  • Five technical research centres to be strengthened through private public partnerships for nanotechnology.

  • Global partnerships will be developed to transform the Delhi chapter of the International Centre for Genetic Engineering and Biotechnology (ICGEB) into a world-leader in life sciences and biotechnology.

  • Two film and television institutes will be established.

  • A National Centre for Excellence in Animation, Gaming and Special Effects has been proposed.

  • NZ$20 million has been allocated for the establishment of a sports university in Manipur. An additional investment NZ$20 million is included for training sportsmen and women for upcoming Commonwealth and Asian games.

  Policy/Education loans

  • The government has proposed simplifying procedures to facilitate education loans for higher studies in order to promote higher education amongst youth.

  • The budget announcements present a range of opportunities for New Zealand institutions across different areas.

  • The policy on easing education loans will help boost demand for foreign education.

  • A focus on teacher training presents a range of opportunities for New Zealand institutions in the areas of capability development and delivery.

  • The focus on research in agriculture and biotechnology could attract collaboration with New Zealand institutions that have a high level of expertise in these areas.

  • New Zealand has global expertise in animation, gaming and special effects and the establishment of a National Centre for Excellence could offer opportunities for stronger engagement and collaboration in this field.

  • New Zealand enjoys high level of sporting ties with India at various levels therefore the proposal of new sports university and sports training offers opportunities for New Zealand providers.

  The Education New Zealand team in India has a strong level of engagement at various levels with the Ministry of Human Resource Development and various government stakeholders in India.

  For more information please contact Ziena Jalil, Regional Director – South and South East Asia, india@enz.govt.nz

• We’re Always On

  Having a continual in-market presence that actively promotes New Zealand’s attributes as a study destination boosts our chances of prospective students including New Zealand in their consideration set.

  The objective of the 'Always On' activity is to drive prospective students (and parents of students) to targeted content landing pages on studyinnewzealand.com.  The goal of the landing pages is for these students to register their details to find out more about studying in New Zealand either through an Education New Zealand Recognised Agency (ENZRA) or directly with an institution.  The other objective of the activity is to deliver the New Zealand education brand proposition, ‘Think New’, in a way that will resonate with our target audience and see them consider New Zealand as a valid study option.

  We’re currently live in India, China, Malaysia and Viet Nam, and will go live very soon in Thailand and Indonesia.  For each country we’re creating ‘’home’’ pages

  (e.g. India), sector-specific pages (e.g. universities) and, coming soon, programme-specific pages (e.g. engineering).

  All pages will be in the local language.  

  

• Study Auckland local agent forum

  Connections were made via a series of 15-minute meetings plus networking over lunch at the Hilton Auckland.

  “It was a great day and well organised,” said Lesley King, Director of International Students at Glen Eden Intermediate School. 

  “Meeting local agents is always worthwhile and hopefully we will gain some worthwhile partnerships.”

  After lunch, the agents received an update from Immigration New Zealand’s Education Sector Relationship Manager, Katy Aldcroft.

  The update covered Immigration Online and the Pathway Student Visa option.

  “Local agent forums have been part of Study Auckland’s work for many years, and highlight the important role onshore agents play in driving international education growth in the Auckland region,” said Study Auckland Manager, Nick Arnott.

  “The agents also really appreciated the Immigration New Zealand update and the lively Q&A session that followed.”

• New Zealand Global Competence Certificate programme proves a hit

  What is New Zealand’s Global Competence Certificate programme?

  The customised cultural exchange programme, which started as a pilot partnership last year between New Zealand’s international education agency, Education New Zealand Manapou ki te Ao and AFS Intercultural Programs, Inc. has proved so successful it is now being extended and taken up by schools and tertiary institutions around the country, connecting them with students in Asia and Latin America.

  The “Kiwi way” has much to offer the world, and international education has much to offer New Zealanders at a time the world needs people with cross-cultural competencies. The New Zealand Global Competence Certificate, delivered through Massey University, develops cultural self-awareness, emotional resilience, and build bridges across cultures. It also piques the interest of students offshore in coming to New Zealand in better times.

  The programme delivers animated videos, quizzes, assignments, and weekly live facilitated dialogue sessions for learners to talk with each other online in real time and learn about life from perspectives other than their own.

  What have students been saying about the NZGCC programme?

  “Not only have I learned to become a better communicator, empathiser, and global citizen, but also how a group of like-minded individuals can come together to form something bigger,” says Jack Hittle, of Northland’s Springbank School.

  “I found the programme life-changing,” says Vaagisha Kanwar, a Year 11 student at Indus International School in Bangalore, India, who connected with the Northland students. “We learned about conflict, empathy, inequality, different communication styles, how different people adapt to new situations, and about suspending judgement. I know that I’ll use the skills we’ve learned for the rest of my life, not just when I travel abroad but also in daily life.”

  "You see the way a culture greets each other or the way they dress, but then there are things like relationships, gender roles, and health,” says Whanganui Girls College student Tilda Donson.

  What have educators been saying about the NZGCC programme?

  Whanganui Girls College Principal Sharon Steer is delighted with the NZGCC programme, which she says will help students build their understanding of global cultures, and other critical “soft” skills which will prepare them for life as they enter the workforce.

  “An important part of our curriculum is developing strong communication skills and setting our students up for success in the workplace. The NZGCC programme will add another dimension to our lessons by teaching our students how to develop meaningful relationships with one another despite language and cultural differences.”

  

  Educators say that with the borders closed, the programme now forms an important part of the reshaped international education experience.

  “It is so important that our students don’t miss out on the enriching life skills that are gained when we interact and connect with people from around the globe,” says Whangarei Girls High School International Director Amelia Morrison, who has students working with peers in India.

  "Global competence is mission-critical for our world," says AFS Intercultural Programs President and CEO Daniel Obst. “Educating more young people to become global citizens is crucial if we want to create a more just and peaceful world.”

  The expansion of the GCC programme reflects the diversification of education in new virtual forms fit for a globally connected world, says Education New Zealand Chief Executive Grant McPherson.

  “As well as helping to develop the global citizens of tomorrow, this programme demonstrates the reciprocal benefits of international education, giving our rangatahi a chance to learn with high school students from around the world, and giving their offshore peers a chance to learn ‘with’ New Zealand and our unique way of thinking.”