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The TES includes an emphasis on sustainable growth in export education capability centred on a reputation for quality teaching and pastoral care

Continued reliance on Asia and reduced numbers in 2004

Overall growth in numbers of formal international tertiary students slowed down somewhat in 2003, compared with 2002. The significant growth continued to be from Asia, with Asian students making up 83 percent of international students in 2003.

However, within Asia, while there was continued growth in international students from China, numbers from other countries declined.

This trend was more evident in the Statistics New Zealand survey of English language schools, that showed a 32 percent drop in students from Asia to March 2004. Student numbers from other regions also fell, but by a smaller amount. However, total numbers were still above those recorded in 2002.

International students in English language schools by region of origin 2000–2004

Source: Statistics New Zealand

While this fall-off largely affects English language provision, this provision acts as feeder into higher-level, subject-based provision across TEOs. Therefore, this change may have downstream effects on demand for higher-level provision.

As part of its international education package, the government is developing a number of strategies to invest in the long-term viability of export education.

Recent research¹ found that “the speed of the increase in international student numbers has had an effect on universities and polytechnics, with eight of the sixteen institutions interviewed managing international student numbers down, six of the institutions (three universities and three polytechnics) still looking to increase international student numbers, and one university and one polytechnic having no specific policies in place in 2004 to manage international student numbers either up or down”.

The research found a range of measures for managing international student numbers, including “diversification and risk management, resource management, the impact on the domestic and international student experience, and issues of educational quality”. It was acknowledged that revenue streams from international students are important, but the risks of dominance from a single source country and reliance on one or two major study programmes are understood.

Implementation of the code of practice

In October 2002, a mandatory Code of Practice for the Pastoral Care of International Students replaced the earlier voluntary code of practice. Complaints against the code of practice could be made to the International Education Appeal Authority.

In the year to October 2003, there were 69 complaints (relating to 52 education providers) made against the code of practice, up from 15 in the previous year under the voluntary code. This increase probably reflects greater coverage and avenues for resolution under the new code, rather than a change in provider behaviour.

The majority of complaints (46) related to PTEs, with the remainder spread across TEIs and schools.

Most complaints (55) related to disputes over requests for refunds for fees — resulting from such factors as failure of the provider to have proper regard for the terms of the contract with the student, inappropriate recruitments, inadequate or misleading information or inadequate orientation. The second most common cause of complaint related to student expulsion (5), followed by misleading information (4).

Nearly all complaints were resolved before the issuance of a final report by the Authority. A significant proportion of complaints (24) were settled during the investigation process, while a similar number (23) were withdrawn, discontinued or outside the jurisdiction of the Authority.

¹ Smith, L and Rae, A, Managing international student numbers at New Zealand public universities and polytechnics, Massey University, report to the Ministry of Education, 2004. (↑)

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