High-value international education refers to a system that:
Alongside the provision of international education, a high-value system will promote global citizenship and support opportunities for New Zealand ākonga/students to study abroad.
Key components are defined further below. The component definitions are linked and should therefore be considered together.
Excellent education and ākonga/student experience can be defined as quality programmes (delivered both onshore and offshore) that meet study plans, embedded in a positive overall ākonga/student experience.
Ākonga/students we want to attract are those motivated by education in coming to New Zealand, including those who want to pathway from offshore online study. They have the appropriate academic background, English language proficiency where required, and financial resources to succeed in their study, and provide maximum benefits to New Zealand across a range of areas of value.
High value markets will be identified as specific segments within diversified priority source countries, which may differ based on the profile of ākonga/students, the qualification, the sector and the region of New Zealand in which they wish to study.
Benefits to New Zealand include:
Risks to be minimised include:
Our target markets are yet to be determined, and are likely to vary depending on the type of value we seek to maximise. The table below sets out the types of markets that are likely to contribute the highest value in each category.
Markets and ākonga/students
Immediate economic value
Ākonga/students participating in educational tourism e.g. English language, school tour groups and Study Abroad
Ākonga/students who want to start their New Zealand study experience through offshore study, including transnational education.
Longer term Economic value
Long-term ākonga/students e.g. Secondary school, degree level and above, or ākonga/students who will likely pathway from one level of study to another
Ākonga/students who increase New Zealand’s long-term human capital and labour productivity.
International relations value
A range of priority countries based on diplomacy, development and trade opportunities and/or commitments (e.g. Pacific partners)
Ākonga/students that add to New Zealand’s government to government relationships
A variety of different countries and markets
Markets that support outbound mobility for domestic ākonga/students
Diversification, building higher growth specifically outside of the Auckland region
Education system value
Ākonga/students enrolled in programmes that align with key priorities or areas where New Zealand is world-leading
Taking into account potential changes to policy settings, our target market could include:
Similarly, our target markets could include:
A transformed sector will be more resilient and diversified than our pre-COVID sector, with an optimal mix of sectors, modes of delivery (both onshore and offshore), and associated products and services. The transformed sector will have a focus on the system wide value for New Zealand.
We will be recognised by ākonga/students and other governments for our high-quality programmes in New Zealand’s areas of excellence. The education provider meets the study plan of ākonga/students, delivers world-class pastoral care and creates a positive overall experience for ākonga/students. We will offer nuanced work rights and policy options that support ākonga/student integration into our communities, and deliver long-term benefit to New Zealand. We will build global partnerships and support global citizenship goals by supporting outbound mobility, exchanges and scholarships (when it is safe to do so).
Our system will attract ākonga/students who are well prepared to succeed academically and engage with our domestic ākonga/student and communities, some of whom will contribute to New Zealand research and innovation, including global research partnerships, and/or have the specialist skills our labour force needs.
A high-value sector will enhance our domestic education system and provide cultural, social and economic benefits for New Zealanders. It will support internationalisation of the New Zealand curriculum and international exposure and understanding of Te Ao Māori. It will also strengthen cross-national education relationships in all education sub-sectors, and support our diplomatic aid and development objectives through a global network of international alumna and increased outbound mobility for New Zealanders.
To achieve this ‘high-value’ shift in markets and offerings, our immediate focus includes:
The government will specifically review work rights and the enrolment of international ākonga/students in primary and intermediate schools. The areas of value indicated in this policy statement may be refined following these reviews.
To diversify and transform the sector, our longer-term focus includes: