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BaselineMonitoringReport Export Education ← Initiatives to Support Increased Collaboration | Home Page | Technical and Data Definitions → This strategy includes a focus on sustainable growth in export education capability centred on a reputation for quality teaching and pastoral care. From 1999 to 2002, there was rapid growth in the number of international students studying in formal tertiary education in New Zealand. The total number of international students studying in the TEOs which received government funding increased from 8,922 in July 1999 to 26,979 in July 2002. Numbers enrolled in English language schools were around 42,000 for the year to 31 March 2002. (A small proportion of the language school students may also be counted in the formal students.) Key areas of concern have been the increased reliance on students from North Asia and issues relating to pastoral care of international students. These concerns have been highlighted in the private language school area where the sudden closure of two large providers had significant impacts on students and other providers. Greater proportion of international students from North AsiaA key criterion for sustainability of export education is that there is a diversity of international students in terms of country and region of origin. This limits the impact of sudden changes in demand from particular countries, and for particular programmes and fields of study, and spreads the impact and benefits of international students more widely across the tertiary education sector and more evenly throughout individual TEOs. From 1997 to 2002, there has been a consistent pattern of around 70 to 80 percent of international students coming from Asia. In 2002, 63 percent of international students were from North Asia (China, South Korea and Japan). In terms of proportional growth, the fastest growth has been from China. In 1997, there were only 103 Chinese students studying in New Zealand. In 2002, there were 13,734 in formal programmes at TEIs and publicly funded PTEs. The next highest areas of growth have been India, the Middle East region and South Korea. Over the same time period there has been a significant decline in the number of students from Malaysia.
From 1997 to 2002, universities maintained a share of just over half of the international students studying in publicly funded tertiary providers in New Zealand. While the numbers studying in polytechnics grew, their share of the total numbers declined, with PTEs taking an increasing share from 2000 on. Numbers of formal international students at colleges of education remained minimal. However, the colleges do provide education to international students through contracts with other education jurisdictions. These are not counted as formal students. Wānanga had almost no international students.
Code of Practice and pastoral care requirements implementedA Code of Practice, which provides a framework for the pastoral care of international students, was implemented in March 2002. ‘Pastoral care’ covers the care and protection of the wellbeing of international students, but does not include education standards and quality of education delivery. The Code requires all education providers enrolling international students to offer services for international students that are tailored to meet their needs. Support services for international students must include a dedicated resource for enquiries about pastoral care, an orientation programme, and assistance to students facing difficulties adapting to the new cultural environment. In addition, education providers must offer information and advice on: accommodation; courses; driving and driver licensing laws and road traffic safety; welfare facilities; sexual and reproductive health services; relevant New Zealand laws; and harassment and discrimination. The Code was strengthened in 2003 to include greater follow-up requirements on education providers with international students ‘in trouble’. The Code now requires education providers to offer assistance or appropriate referral for students with additional needs and if they are not considered to be living in an appropriate accommodation situation. Education providers are expected to review their own performance under the Code at least annually and, since the strengthening of the Code in the middle of 2003, have also been required to make the outcomes of these reviews available to the Code Administrator (Ministry of Education). The Administrator has agreements with quality assurance bodies for ongoing monitoring of compliance with the requirements of the Code. ← Initiatives to Support Increased Collaboration | Home Page | Technical and Data Definitions → Page last modified on 26 November 2006, at 06:29 PM |
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