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TARANAKI INTERNATIONAL EDUCATION STRATEGY | 1

TARANAKI INTERNATIONAL EDUCATION STRATEGY MAKING TARANAKI AN EDUCATION DESTINATION 1 JULY 2015 - 30 JUNE 2018

TARANAKI INTERNATIONAL EDUCATION STRATEGY | 2

EXECUTIVE SUMMARY This strategy is a blueprint for international education across the Taranaki region. It outlines goals and objectives for providers within the region for the next five years, with the aim of building a sustainable quality international education programme in the long term. The strategy is intended to be a living document, in that it will be regularly reviewed and updated to reflect progress and changes in the international education market.

The strategy is driven by the values of the providers, which include: • Recognising that international students and their families have a range of expectations for their education experience in New Zealand. These expectations vary amongst students from different backgrounds and cultures, but include quality education, social and cultural interaction with New Zealanders, and active lifestyle choices. • An understanding that international education in Taranaki has potential to grow and make a significant impact in the regional economy. • Acknowledging that international education benefits local students through cultural exchange and the lifelong understanding and contacts that can grow out of it.

It is important to recognise our competitive advantages as an education destination and target our strategic goals and actions accordingly. Schools and other education providers in Taranaki are able to offer a good balance of education, lifestyle and cultural experiences that provide an alternative to a city experience. Taranaki offers industry specific tertiary and career pathways in both oil and gas, and agriculture sectors.

This strategy discusses the structure of the International Education Taranaki (IET) collective and the IET brand, with a central coordinator housed within the Venture Taranaki economic development team.

This strategy is based around six strategic goals. These goals will enable an increase in student numbers across the region, an ongoing commitment to quality of education, a commitment to collaboration between the cluster members, and a broadening of the social and cultural opportunities for both international students and the communities in which they reside.

These strategic goals will be measured by a range of internal and external measures, including surveys and interviews to be carried out by the education providers themselves, and collated and housed by Venture Taranaki on behalf of IET. Information from this data gathering process will be used to identify strengths and weaknesses amongst the training providers, and inform a targeted marketing strategy.

To support IET achieving those goals, a range of other programmes are also recommended, including a careers and pathways programme, a region-wide student social programme and an alumni programme.

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CONTENTS Introduction

4

Vision 6 Values 6 Strategic Framework 7

New Zealand Inc. Approach

7

Taranaki Economic Development Strategy

7

Key Stakeholders

8

Strategic Goals 9 Goal One 10

Goal Two

11

Goal Three 12 Goal Four 13

Goal Five

14

Goal Six

15

Products 16 Markets 17 Business Plan

18

Supporting the Strategy

20

20

Opportunities

Challenges 20 Bibliography

25

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INTRODUCTION International Education has been targeted for significant investment by the New Zealand Government, which has committed to spending $40 million over the next 10 years in order to double the size of the sector, as part of the Government’s Business Growth Agenda.

The Government’s vision for international education is: New Zealand’s quality education services are highly sought after internationally and expand our international social, cultural and economic engagement.

The IET strategy is linked to the government’s agenda for export growth. The New Zealand Government announced in 2013 plans to double the value of the international education sector to over $5 billion per annum by 2025. Research showed international education to be the fifth largest export industry in New Zealand, with a GDP contribution of $2.4 billion per annum. International education also contributed 13,000 jobs directly and 14,500 jobs indirectly throughout New Zealand (Infometrics & NRB, 2013).

The current GDP contribution of international education in Taranaki is approximately $9.2 million per annum across both secondary and tertiary sectors, including private training providers (PTEs) (Berndt, 2014). Given the current capacity of education providers within Taranaki for additional international students, and taking into account homestay and hostel availability, the potential for the international education sector in Taranaki is conservatively estimated at $19.6 million per annum.

This strategy outlines the collaborative approach for the Taranaki region. Venture Taranaki, the region’s economic development agency was approached in late 2013 by six Taranaki secondary schools, along with the Western Institute of Technology at Taranaki (WITT), for assistance in putting together a regional strategy for international education. The collective, International Education Taranaki (IET), now comprises: • Francis Douglas Memorial College (FDMC) • Inglewood High School (IHS) • New Plymouth Boys’ High School (NPBHS) • New Girls’ High School (NPGHS) • Pacific International Hotel Management School (PIHMS) • Spotswood College (SC) • St Mary’s Diocesan School (SMDS) • Western Institute of Technology in Taranaki (WITT) • Sacred Heart Girls’ College (SHCG)

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The collective approach is advantageous to the providers as it allows them to share resources and make strategic and targeted investments of both time and money.

Notable omissions from this list include: • The primary school sector • Secondary schools in Stratford, Hawera and Opunake • Te Wānanga o Aotearoa These omissions present an opportunity for expansion of the network, which is one of the recognised objectives of the strategy.

Since it was established in 2013, IET has achieved a number of objectives, including: • A “Study Taranaki” brand, under which the IET brand resides • A brochure showcasing the education institutions and the Taranaki region • Regular student social gatherings, including a mayoral afternoon tea and social evenings • A basic “Study” web page, on the www.taranaki.info website managed by Venture Taranaki • Regional marketing at trade shows and events such as the ANZA workshop • An agent familiarisation tour programme, showcasing the region and providers It is expected that each provider will continue their own strategies in addition to applying those parts of the IET strategy that are relevant to their circumstances.

IET will drive this strategy, supported by a central coordinator within Venture Taranaki (VT) who be responsible for overseeing joint initiatives and regional marketing of the international education sector (see Appendix 1).

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VISION Taranaki is an education destination of choice offering a welcoming environment and an attractive student lifestyle, with quality institutions where students achieve their goals.

VALUES IET members have strong values that can be summarised as: • International students are more than just a number. We pride ourselves on excellent pastoral care of our international students.

• International students provide an important global gateway for our provincial communities.

• We provide a truly Kiwi education and lifestyle with a global outlook – for both domestic and international students.

• Student experiences should be mutually beneficial.

It is important to IET that these values are reflected in the strategy’s goals and objectives.

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STRATEGIC FRAMEWORK This strategy sits within a broader economic development framework.

New Zealand Inc. Approach Education New Zealand (ENZ) has a regional partnerships fund to assist regions to grow their international students, and this strategy has been developed under that partnership approach.

Education New Zealand’s Roadmap for International Education aims for transformational growth of the international education sector by 2025 by developing the capability of that sector. The IET strategy contributes to that growth at a regional level.

Each education provider has its own strategy for international education, which the IET strategy will enhance and support. The IET strategy will measure our successes and provide opportunities for IET providers to work together.

Taranaki Economic Development Strategy Taranaki also has an economic development strategy for the region. The regional strategy is focused on growing connections with the world and growing the region’s skills and talent. Growing international education fits with the regional strategy as it provides the region with an additional talent stream from around the world and helps to make Taranaki a preferred place to live, work and visit, contributing to the population target of 135,000 by 2035.

This will include an aspect of international recognition for Taranaki as an education destination (choice), a reassurance of quality education (great institutions), an aspect that reflects the values of IET (welcoming environment) and an aspect of fun and lifestyle (attractive student lifestyle).

The following diagram shows the hierarchy of the range of plans and strategies.

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R

N

Figure 1: Strategy Hierarchy

P

OR T C is SE anTaranaki education

VIDER O R

N AL O I EGA progressive,

IO AT

NAL

Transformational economic growth by growing the International Education Sector

growing, westwardlooking province, of national significance, renowned for its people, culture, talent, rich natural resources and desirable location

destination of choice offering a welcoming environment and an attractive student lifestyle, with quality institutions where students achieve their goals

Provider Strategies

Key Stakeholders The key stakeholders in this strategy are: • International Education Taranaki members • Education New Zealand • Venture Taranaki • Local authorities • Local employers • Visitor industry operators • Regional Iwi organisations • Taranaki community IET will seek to develop firmer relationships with employers so as to better assess opportunities for collaboration.

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STRATEGIC GOALS This section sets out the high level goals of this strategy, the objectives that sit under those goals, and the rationale for these goals. The goals may be measured through a range of data gathering, and more precise measures may be put in place once a baseline of information has been established. The strategy is a living document because over time the goals and objectives may alter as more is known about the sector and the success of various initiatives are measured.

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GOAL ONE: Taranaki education providers attract a substantial and diverse international student population to the region, contributing to the regional and national GDP and providing positive cultural exchange.

Objectives: • The growth target of 69% (57 additional students) for the secondary sector, based on the schools currently hosting international students; a total of 142 secondary students by 2025.

• The growth target of 230 additional international students for the tertiary sector (PIHMS and WITT); a total of 600 international students by 2025.

• Providers host a diverse range of nationalities.

• Grow the membership of IET to include additional tertiary, secondary and primary schools.

• Ensure that Sister City visits have an education component.

• Grow the capacity of the homestay network Measurement: • By 2025 Taranaki fee paying international students contribute more than $19.6 million annually to the regional economy.

• Annual surveys show a diverse range of nationalities represented.

• Providers achieve growth targets.

• Membership of IET grows to include additional schools and private training institutions.

• Homestay capacity is sufficient to comfortably meet demand.

Rationale: International Education Taranaki identified diversity and cultural exchange as key drivers for attracting international students. Diversity ensures that the students get full benefit from their experience by giving them the opportunity to mix with local students and other cultures. The IET collective members at the secondary schools typically seek up to 5% international students within the constraints of existing homestay and hostel resources. IET members believe that multiple target markets are important for any given organisation, in order to provide a varied cultural exchange for both the domestic and international students, and for the wider community, although this may make growing student numbers more challenging as it will require engagement with multiple agents.

Growth in student numbers benefits the local economy. A combined growth target of $19.6 million per annum is based on current capacity of the organisations and their hostel and homestay networks, identified by the current members of the IET group.1 Another source of growth may be through involving more providers and that growth may include more PTEs and English Language Schools, additional secondary schools, and potentially Massey University.2 The expansion of accommodation options over time is crucial for growth. Students will need quality hostel, homestay, or housing opportunities.

1 2

This effectively corresponds with ENZ’s plans to double NZ’s international education sector by 2025.

Massey has a significant presence in the region.

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GOAL TWO: Taranaki’s education brand is known for providing a quality education alongside a fun and varied lifestyle in a safe and welcoming community.

Objective: • Deliver the right balance of academic achievement and social and cultural exchange.

Measurement: Survey data show that students in Taranaki: • achieve consistent pass rates / high grades • improve their English language skills • participate in a range of extra-curricular activities, and • report feeling safe and welcome Rationale: International students need opportunities to gain an internationally recognised qualification that will set them up well for either further study or entry into the workforce. They also need to have a valuable cultural exchange. Ongoing collection and analysis of information about the academic achievement of students, particularly international students, will enable the IET group members to identify their strengths and weaknesses, and ensure quality management. It will also help to inform a more effective marketing communication strategy.

However, IET members also note that for some international students, academic success is secondary to improving English language and cultural knowledge. This is a valuable skills for any young person looking to work in a global environment.

IET needs to target those markets that will value a regional education experience and the benefits of our easy access to the natural environment and smaller communities. Our ongoing data collection should enable us to identify trends and opportunities, and adapt our target markets to a more regional approach over time, whilst continuing to work within Education New Zealand framework.

This exchange works both ways. New Zealanders are part of the global community and as communications and technology bring the world closer together, the more we learn about other cultures and language the more opportunities we have. It is important to note that relationships formed as young people through shared learning experience can last a lifetime.

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GOAL THREE: IET is an effective collaboration tool for providers of international education.

Objective: Taranaki schools and tertiary institutions work collaboratively in sharing resources, supporting and expanding the homestay network, and fostering student interaction with the community.

Measurement: All schools and providers submit regular survey responses and share information about agent fee structures and homestay networks, and actively participate in shared marketing activities and student social activities.

Rationale: The purpose of this strategy is ensure that there is a regional approach to international education, which will share costs and build a stronger brand. The benefits of IET are: • Cost sharing – particularly marketing costs and agent visit • A strong regional brand • A regional action plan • Information and resource sharing – marketing collateral, survey methodology, • Opportunities for secondary/tertiary pathways • A collective approach to measuring success

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GOAL FOUR: International students contribute positively to an educated work force with skills in key shortage areas for Taranaki and New Zealand.

Objectives: • A high proportion of students undertake further study or are employed in New Zealand.

• WITT and PIHMS continue to develop courses specifically targeted towards industries where there are skills shortages, both regionally and nationally.

• IET undertakes regular communication with industry to understand needs and skills shortages.

Measurement: International students achieve good pass rates. Upon leaving, students state that they would consider living and working in Taranaki in the long term. Alumni state that they are familiar with career opportunities in Taranaki and in New Zealand.

Rationale: Taranaki businesses need skilled employees to growth and thrive. Therefore the links with industry, and the connections between education and work placement, are important in order to expose students to appropriate life and work opportunities in the region.

There are a wealth of high skill and export oriented industries such as, Oil & Gas, engineering and agriculture. WITT and PIHMS train students for the hospitality industry, where there a major skill shortages. It can be difficult to fill jobs in these industries when there is high demand. International education may help to fill some of those gaps as it can make people with these skills familiar with the region. Tertiary providers are key to providing pathways between the education sector and industry.

Whilst Taranaki does not have a university campus located in the region, there is a tertiary provider in WITT, as well as industry-specific PTEs including PIHMS, Taratahi and Onsite Education. Additionally there is a New Plymouth campus for Te Wānanga o Aotearoa, one of New Zealand’s largest tertiary education providers, offering a broad range of general education options as well as Te Reo and Māori and indigenous peoples’ development.

There is also a Massey University MBA offered in Taranaki, so there are opportunities to develop meaningful education pathways for high school students.

WITT works with local students to successfully develop pathways from secondary to tertiary courses.

This could easy be applied to international students.

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GOAL FIVE: International Students contribute positively to Taranaki’s community, and have a visible presence in the community.

Objectives: • Students are involved in community groups and activities • Students participate in sport • Students participate in social activities and cultural exchanges Measurement: Annual survey and interviews show that students are engaged in regular extracurricular activities and events outside school hours.

Rationale: This strategy values cultural exchange, involvement in the community is one way of ensuring effective cultural exchange. Students at both secondary and tertiary level in Taranaki are actively engaged in a wide range of activities, include a variety of sport, dance, music and community groups. This provides an opportunity for students to interact with the wider community, and for people from smaller rural communities to meet people from countries they may never visit themselves.3 Students are part of a community, not just a school, and clearly there is a requirement for community support and engagement in order to effectively attract and accommodate a significant number of international students.

Where the financial rewards of international education are not significant, and providers place greater emphasis on the cultural learning opportunities these students provide. Students in rural Taranaki schools may otherwise have little opportunity to interact with people from cultures outside of New Zealand, and international students help to build a more global perspective among domestic students.

IET also recognises the importance of sharing New Zealand’s unique culture with our international, students and visitors. This includes providing opportunities for students to learn Te Reo Māori, visit marae and join in school and community Kapa Haka groups.

3

This has been the case in Southland, where schools in small rural communities are hosting small numbers of international students, and feedback about these students has been very positive.

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GOAL SIX: International students are ambassadors for Taranaki and New Zealand, sharing the kōrero of the region and encouraging their friends, families and wider networks to visit and stay.

Objectives: • Former students are willing to engage with prospective students to answer queries about the region.

• Students invite their family and friends to visit, and maintain strong links with the region during and upon completion of their study.

Measurement: Former students engage with Alumni programme activities, which may include newsletters and social media platforms.

Rationale: One of the key contributions that international education makes to the region’s economy is selling the region as a visitor destination. Positive experiences also help sell the region to other potential students.

Successful students are a fantastic advertisement for the region and its providers. Students who have a positive experience are more likely to come with their families as visitors.

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PRODUCTS Underpinning IET’s strategic goals outlined below are assumptions about the product that the regional collective offers. While each provider offers their own products, as a region the key products Taranaki will focus on are: • ESOL bridging programme (tertiary sector) • ESOL short term taster visits with an activity schedule (two weeks) • Quality NCEA academic programme • Rural homestay and farming experience • Sport and Performance Arts based programmes • Industry specific training: • Hospitality • Agriculture • Nursing • Technical especially Oil & Gas While some of these are established products, for example NCEA programme, many of these need further development. The products are based on the strengths of our providers (for example, New Plymouth Boys’ High School and sport).

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MARKETS Whilst each provider will have specific markets, for the purposes of collaboration the key markets that IET wish to focus on from a regional perspective are:

Secondary School Target Markets MARKET China Kunming China Hong Kong Japan

Germany South America

Vanuatu

RATIONALE This is an existing market for some group members, with established relationships including a Sister City relationship with New Plymouth.* This is an existing market for some group members, with established relationships.

There are strong existing relationships here, with sister/brother schools exchanges having been in place for many years, as well as cultural and educational exchanges with Mishima as part of its Sister City relationship with New Plymouth.* German students do well in our schools, they enjoy the lifestyle and embrace the opportunities Taranaki offers.

South American students enjoy the lifestyle and embrace the opportunities that the region offers. These students tend to prefer coeducational experiences.

There is a long history of students from this country coming to the region, especially at NPGHS and NPBHS, where students historically came through the MFAT schemes.

Tertiary Target Markets MARKET Indonesia

RATIONALE Building on existing relationships.

Vietnam

The 2015 ANZA conference highlighted an interest from Vietnamese agents in agricultural training programmes. WITT is working with its partner Taratahi on options for developing courses for this market.

There are long established relationships with this market within both PIHMS and WITT. PIHMS has existing offices in Nepal, China, Russia and South Korea.

India

The following markets are developing markets for the region. Students from these markets do well in our schools and are interested in both quality education and improving their English language skills.

They also tend to build good relationships with local students.

• Indonesia • Vietnam • Taiwan • Thailand

* Other Taranaki Sister City relationships include South Taranaki and Harbin, China.

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BUSINESS PLAN The business plan will deliver on the objectives of the regional strategy. A detailed business plan will be based on the activities outlined in the table below, set against a timeline of up to ten years (long term objectives).

Objectives for the next five years have been identified and prioritised.

IMMEDIATE YEAR 1

YEAR 2-5

LONG TERM

RATIONALE

GOALS

Information from students, helps to understand how well the member organisations are meeting expectations of students and their families. It also helps define a quality lifestyle. Most organisations in IET are already doing this to some extent, so this process will need to be standardised in terms of content and timing.

A school survey was developed and used in 2014. The process will be refined and repeated.

Standardise all surveys of homestay families to ensure we have consistent data. Reporting to be done every 6 months to one year. Most providers are doing this already.

All schools do this, so there is work to be done in extracting data from existing systems.

This is done periodically, helps under pin growth regionally, nationally and trends within the sector.

1, 2, 3 5, 6

Data gathering and analysis

Achievements to date: Initial survey completed in 2014.

Student surveys

®

School surveys

®

Homestay surveys

®

Student results collation and analysis

®

ENZ and Ministry of Education data gathering

® ®

Website and collateral development

®

1, 2, 4

2

1, 2

1, 2, 3, 5, 6

Achievements to date: basic study webpage with links developed as part of the Venture Taranaki website.

Develop ANZA conference showed 1, 2, 3, additional web the importance of having 5, 6 pages a website showcasing the region and its providers.

®

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IMMEDIATE YEAR 1 Translations

YEAR 2-5

LONG TERM

®

Social media platforms Case studies

® ®

RATIONALE This will need to be actioned in the first year, but is not essential to the immediate launch of the website.

Likely to grow alongside the alumni programme.

Ongoing.

GOALS 1, 2, 3, 5, 6

1, 2, 3, 5, 6 1, 2, 3, 5, 6

Student events and programmes

Achievements to date: Mayoral afternoon tea, regular student social events.

Social events Social events are already up and running.

Alumni proThis may take some time gramme to come up with as time needed to track down former students.

Career pathways Needs careful exploration programmes and possible involvement of business and other tertiary providers.

®

® ®

2, 3, 5

®

4, 5

®

4, 5

Market development events and programmes Achievements to date: ANZA 2015 attendance by Study Taranaki Trade shows Offshore visits

®

Onshore agent visits

®

Requires planning and budget Requires planning and budget Requires planning and budget

1, 2, 3, 5, 6 1, 2, 3, 5, 6 1, 2, 3, 5, 6

Collaboration objectives Standardise commission percentage rates Expansion of the network within Taranaki

® ®

®

®

®

Some discussion required.

1, 2

®

®

Immediate and ongoing work required.

1

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SUPPORTING THE STRATEGY Opportunities The following can be considered as opportunities for IET: • Targeting growth orientated international markets that best fit with IET providers and the strategy’s goals and objectives, particularly markets that are wanting pathways to local industry (i.e. Vietnam and dairy sector) and markets that are wanting small groups of international students so the student integrates with domestic students and grows their English language • G rowth in established markets such as China and India, but also South East Asia, South America and Europe.

• Safe and welcoming environment for study.

• Small community.

• Promoting a true regional experience, away from pollution and overcrowding associated with metropolitan centres.

Challenges There are challenges associated with bringing international students here. These are: • Taranaki has a small number of schools and providers so membership of IET is limited.

• The political environment is challenging, particularly as local government seeks to reduce spending.

• This in turn limits the funding possibilities, as the subscription fees must remain at a reasonable level.

• Taranaki is a long way from metropolitan areas and will not appeal to students wanting a big city experience. Taranaki does not have a international airport, although there are regular links to gateway cities.

• It can be expensive to go outside the region, which may discourage students who wish to travel during their course of study.

• Whilst most schools have homestay arrangements that work well, some schools find it hard to find places for hostel students during the school holidays.

The IET collective seeks to address these challenges by: • targeting students who want a regional experience, • looking at ways to share the resources within the homestay network, • working collaboratively for a stimulating international student social programme, • Instigating a fee structure that reflects the number of students a provider has.

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BIBLIOGRAPHY • Berndt, R. (2014). Mapping International Education in Taranaki: Current State and Growth Potential.

New Plymouth: Venture Taranaki Internal Report.

• Education New Zealand. (2014), NZ International Education Strategic Roadmap: Final Summary.

Wellington: Education New Zealand.

• Ellis, J. (2014, October 24). Principal of New Plymouth Girls’ High School. (R. Berndt, & J. Patterson, Interviewers)

• Gledhill, K. (2014, September 19). International Student Director for New Plymouth Boys’ High School. (R. Berndt, & J. Patterson, Interviewers)

• Holland, G. L. (2014, September 19). International Student Director for Spotswood College. (R. Berndt, & J. Patterson, Interviewers)

• Infometrics & NRB. (2013). The Economic Impact of International Education 2012/13. Wellington: Education New Zealand.

• Mabin, R. (2014, October 14). Principal of Inglewood High School. (J. Patterson, & R. Berndt, Interviewers)

• NZQA. (2013). Code of Practice for the Pastoral Care of International Students. Wellington: New Zealand Qualification Authority.

• Patterson, J. (2014) Examining the Economic Development Potential of International Education in Taranaki, Project Report for Graduate Diploma in Economic Development, Auckland University of Technology

• Smith, M. (2014, July 10). International Student Director at Francis Douglas Memorial College. (J. Patterson, Interviewer)

• Venture Taranaki. (2004). International Education Students in Taranaki . New Plymouth: Venture Taranaki and Education Taranaki International.

• Venture Taranaki. (2010). Taranaki 2035: Taranaki’s Regional Economic Development Strategy 20102035. New Plymouth: Venture Taranaki.

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Venture

TARANAKI Te Puna Umanga

Taranaki’s Regional Development Agency Project Lead: Rachael Berndt Tel: +64 6 757 6052 E: Rachael@venture.org.nz 9 Robe Street | PO Box 670 New Plymouth 4340 | New Zealand www.taranaki.info