1. Short Courses for International Education Administrators
These four assessed short courses meet the requirements for the National Certificate in Business Administration, Level 4 (60 credits). The purpose of this qualification is to meet individual skill needs that reflect the diverse roles and positions required to meet business administration and information technology needs of the business community at an advanced level. Minimum credits specified for interpersonal communications and writing recognise the need for competencies that underpin all business administration roles.
There are four assessed short courses: (note: you do not need to enrol in all 4 courses).
• The first course, pastoral care in international education, is completed.
• Services for international education (accepting enrolments now for February 2008)
• Meeting change and challenges in international education
• Marketing international education
Each course involves:
• 2 days 8.30-5.30 of face-to-face teaching in Auckland or Wellington
• 12 weeks of self-directed study, made up of readings, reflection, learning activities, assessments and discussions
• Self-directed study materials posted to students at the start of each course.
• Each week will involve up to 11 hours of study, however as students are fully engaged in working in the sector, there will be a good deal of overlap between the focus of study and their day-to-day work
The first two-day block course (Auckland or Wellington) will be scheduled over the first weeks of the course. If students are out of the country during block teaching there will be an equivalent CD-Rom available as an alternative, with support available if needed.
Where there are places available, applications will be accepted up until the class begins. However, as places are often limited, we recommend that you apply early.
• For full course details please click HERE
• For additional course details click HERE
• For an application form, click HERE
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2. Workshop - Turning Ambitions into Results: how to recruit the best students for your institution!
As part of the EEIDF work programme for 2007/2008, Education NZ has commissioned EAIE to run a 3 day workshop, with topics including:
• identifying students – academic level, interests, push/pull factors
• development of attractive educational programmes;
• pricing and competition
• developing a country specific strategic marketing plan
• developing a media communication plan – how to make marketing tools (advertisements, educational fairs, networks, brokers) effective
• effective internet marketing for international student recruitment
• customer relationship management – customer satisfaction, after sales and alumni
• organisation and response rate of the ‘sales’ department – application and admission registration
There are still a small number of places available. For further information or to register please click HERE. The workshop will be held in Wellington 25th, 26th & 27th February 2008 and is restricted to levy payers only.
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3. PACE 2008
Korea Student Fair (KSF), Seoul, 29 – 30 March
This is a commercial fair in which New Zealand based Korean agents will book space on each institution’s behalf and will either work along side or represent them at the fair. ENZ works closely with the involved agents and brands a New Zealand pavilion for all participating agents and schools to be part of.
November 2007 was the last Australia New Zealand Fair to be held in Seoul, after many years of Trans Tasman cooperation, unfortunately Australia have decided to go it alone. This leaves New Zealand unlikely to be able to afford the cost of our own fair so the event will probably be cancelled. For this reason the KSF March Fair is currently the strongest opportunity on the PACE 2008 Calendar for Student recruitment in Korea.
For further information please click HERE or HERE for the fair organiser’s website. Or contact Rahael
BELTA Fairs, Brazil, 29 March – 7 April
BELTA, the Brazilian Agents Association, invite all sectors to join the New Zealand pavilion at the 2008 BELTA fair series. 12,748 visitors attended BELTA fairs 2007 in four cities, with 8,695 students in São Paulo. The 2008 fair series includes six cities: São Paulo, Porto Alegre, Belo Horizonte, Brasilia, Salvador and Rio de Janeiro. ENZ will have a generic New Zealand branded booth at all 6 cities to support participants.
* Last chance to register! * Registrations will close on Friday 15th February. For more information on this fair series, please see the 2007 report HERE or contact Genevieve
Viña del Mar New Zealand Education Fair, Chile, 9 April
The coastal city of Viña del Mar is about an hour drive from the Capital. Together with its neighbour Valparaíso, Viña del Mar has a population of approximately one million.
This event has been added to the calendar to enable more travel around Chile for those wanting to attend the ExpoIngles event in Santiago. This is a new event to the PACE calendar in 2008. Last chance to register! Registrations will close on Friday 22nd February.
For more information, please see the event listed HERE or contact Genevieve
ExpoIngles Chile (Santiago), 11 & 12 April
ExpoIngles Chile, organised by the Chilean Agents Association, AREI – Association of Educational Representatives and International Exchanges, has been moved to April 2008 to coincide with BELTA fairs in Brazil and ExpoIngles Colombia. The participation fee covers a 3m x 2m booth within the New Zealand pavilion, and all sectors are welcome to attend. Other participating countries are likely to be Canada, Chile, USA, Australia and UK. Over 9,000 visitors are expected at this two-day event. Last chance to register! Registrations will close on Friday 22nd February.
For more information, please see the event listed HERE, or contact Genevieve
ExpoIngles Colombia, 15 & 19 April
ExpoIngles Colombia (Medellín and Bogotá) is organised by an agent, in collaboration with NZTE and ENZ. According to Australian Education International (AEI) statistics, the number of Colombian students in Australia has jumped significantly from a total of 2,111 in 2006 to 4,053 in 2007. The increase was noted across all sectors but was most pronounced in the university/vocational/ELS sectors.
The ExpoIngles Colombia fair is set up on a smaller scale than ExpoIngles Chile, but similarly will promote other countries as well as New Zealand. Participants are likely to have a table area each rather than a full booth set up. All sectors are welcome to attend. Last chance to register! Registrations will close on Friday 22nd February.
For more information about this fair, see the PACE listing HERE or contact Genevieve
Taiwan Agent & Student Workshops, 19 – 22 April
A series of agent seminars and mini-fairs focused only on New Zealand will take place in Taipei, Kaohsiung and Taichung (Taiwan’s three main cities) from 19 – 22 April 2008. These workshops seek to provide opportunities for interaction with both agents and students. The agent and student workshops offer excellent opportunities to New Zealand education providers across all sub-sectors to develop and enhance relationships with agents and interface directly with students through a well-organised programme. Registrations will close on Monday 10th March.
For more information on this series of events, please click HERE, or contact Genevieve
Study World 2008 Berlin, Germany 25 – 26 April
Introduced to the PACE Calendar for the first time in 2008, this is a higher education/tertiary focused commercial fair. Last year’s fair saw 153 exhibitors and approximately 9,500 visitors over the 2 days. Similar figures are expected for 2008. The registration deadline is Friday 22nd February. For more information, see the Study World 2008 website HERE or a summary of New Zealand’s attendance last year HERE or contact Rahael
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4. Focus on Japan
Our NZTE network offshore feed back market information on an ongoing basis, and E-news is the main way we pass it on. Here's some news from Japan:
• Japanese universities are continuing to advance internationalisation. Twenty are taking part in a government pilot internationalisation programme to look overall at ways to internationalise. Part of this includes exchange programmes (it is expected that themed programmes and ones that incorporate work experience are likely to be most popular). One of the highest level private universities is looking to have 15% of its students international (15% inbound, 15% outbound). There is also indication that on-campus NZ profile-raising activities may be a possibility (although this would not specifically be study promotion)
• There is a trend towards junior high schools and high schools incorporating. If this structure were to become more prevalent, it should increase the opportunities for study abroad. Currently students go abroad short term or go for one year in the second year of high school or go to NZ for 3 years instead of high school in Japan. This is because second year junior high school students are still young, third year students are studying hard to get into high school, and 1st year high school students can’t leave in their first year. If progression to high school was a given, it would mean greater opportunity for 3rd year junior high students and 1st yr high school students to go on 1-2yr programmes. It would also mean a greater spread of age ranges, meaning they would fit into a broader range of year levels in NZ.
• In order to compete for and retain students some vocational schools in Japan are apparently increasing their programmes from 2 years to 3 years to incorporate a 1 year study abroad component.
• Study + Internship programmes are increasingly popular (Australia is making moves to develop this market).
• Agents are showing increasing interest in hobby/study. It appears that home language study (the host family teaches English + hobby etc) receives a lot of interest, especially from the senior market.
However, Japan is also becoming increasingly competitive as a destination, as this article notes:
“Japanese university uses English to lure students”
‘The University of Tokyo, one of Japan's top universities will offer a graduate programme taught entirely in English. It will be the University of Tokyo's first English-only programme in the Humanities, although English has been the medium used to teach various science courses.’
‘The increasing proportion of Japanese universities offering programs in English is part of a larger trend in the region. In Overseas, Overwhelmed dated February 28, 2007, Higher-Edge had reported on Korean universities increasing their program offerings in English in a bid to stop the brain drain. Yonsei University and Korea University are offering more classes in English to prevent students from flocking to British and North American campuses and, attract foreign students of their own.’
‘Japan launched the "Asian Gateway Initiative" in 2007 by boosting airline routes and encouraging more foreign students to study in the country. However, for the majority of Asian students opting for an overseas education, United States is the obvious choice. "Students can gain a better understanding of Asia by studying it in Japan rather than in the United States," said Shunya Yoshimi, director of university's Graduate School of Inter-disciplinary Information Studies, which will administer the degree.’
Daily News & Analysis, January 21, 2008
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5. Japan Stats
Japan has long been one of the ‘big three’ markets for New Zealand, and is particularly important as a language market. The overall trend has been settled over the past number of years, without the wild fluctuations of the sort seen in China. However, the effects of competition, the dollar and other variables are not making the task any easier…
1. Student Visa Approvals – First 7 months of year 05/06; 06/07 and 07/08
2. Total Number of Student Visas Current as at 1 February 2008
3. Student Visas by Sector as at 1 February 2008
||PTE (inc ELS)
4. First Time Student Visas by Full Year and Part Year
||05/06 to Feb
||06/07 to Feb
||07/08 to Feb
Visa stats don’t tell us anything about the short term students from Japan, which is a particularly significant market for language schools. The Statistics New Zealand annual census has some data….
5. ELS Census data year end March 05, 06 and 07
|Number of Students
Finally, the Levy data has an accurate count of the number of fee paying students coming to New Zealand. At this time, only data from the first two trimesters (to the end of August) is available. To the end of August 2006, 10,690 Japanese students had come to New Zealand, and the corresponding figure for to August 2007 was 9,715.
Overall, it’s a slightly downward trend in what is an important and significant market. Japan is not a depth market and there are currently no PACE events scheduled there for 2008, but institutions and clusters are very active in the market. There is also a well established agent environment.
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6 . International students' study pathways research
Education New Zealand and Immigration New Zealand have released an exploratory study examining the pathways international students take through the New Zealand education system and their subsequent transition to work or permanent residence in New Zealand.
The analysis is of about 95,000 students who began study in New Zealand between mid 1999 and mid 2002, (a period of 45 months). Key findings are:
• 64 percent of students studied in one education sector, while the remaining 36 percent followed a multiple sector study pathway (the sectors include school, English language, university, polytechnic and PTE)
• China was the largest source country of multiple sector students (73 percent), and South Korea was the largest source country of single sector students (23 percent)
• 52 percent studied English language at some point, making it the most common study sector overall. The majority of tertiary students also studied English language
• 53 percent of the students began their study in Auckland
• Tertiary sector students had the greatest spread around the main population centres, while school and English language students generally were concentrated in Auckland. Chinese and South Koreans were more concentrated in Auckland
• Single sector students tended to study in one region only, whereas nearly 25 percent of multiple sector students changed regions over the course of their study
• The most common sector for single sector students was school (42 percent), followed by English language studies (35 percent), and university (14 percent).
• The most common multiple sector pathways were English language – tertiary (37 percent), English language – PTE (13 percent), and school-tertiary (8 percent).
Transition to Work and Residence
This analysis is of about 47,000 students who began study in New Zealand between mid 1999 and mid 2002, (a period of 57 months). Key findings are:
• 27 percent of students transitioned to work or permanent residence
• 30 percent of students whose pathway included both English language and tertiary studies made the transition, 27 percent who studied at a tertiary level (either tertiary only or a combination of another sector) made the transition
• 33 percent of students who transitioned to permanent residence began their study in the English language sector
• The most common route to residence for Chinese students followed a pathway that included English language and tertiary studies
• The rate of transition for Chinese students was relatively high (32 percent) compared to South Korean (23 percent), Japanese and USA (all 10 percent). Some smaller source countries (UK, Fiji, and South Africa) had transition rates over 50 percent.
• Of those who gained residence through the Skilled/Business Stream, over half (52 percent) did so within two years of beginning study. Transition times were fastest for young students (dependants, often studying at schools), and slowest for those with longer study pathways (such as from English language to tertiary)
• Most students who transitioned to work or residence stayed on in New Zealand, although 18 percent had since left the country long term
• 73 percent of students did not make the transition, because many of them had a relatively short stay in New Zealand. 53 percent of single sector students studied for less than 12 months.
The full report is available HERE
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