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Oceanía: Education Ministry: Schools have scope to design their own climate change curriculum stuff nation

Noticias

Ministerio de Educación: Las escuelas tienen margen para diseñar su propio plan de estudios de cambio climático

Resumen:

Una respuesta del Ministerio de Educación a un (carta educación sobre el cambio climático en el programa de estudios que faltan Nueva Zelanda ), publicado el 22 de noviembre: El plan de estudios de Nueva Zelanda para las escuelas de Inglés medio-Te y Marautanga o Aotearoa para medio Māori es líder en el mundo. Estos dos documentos, que constituyen el plan de estudios nacional, toman como punto de partida una visión de nuestros jóvenes como aprendices de por vida que tienen confianza y creativo, conectado, y participan activamente.

A reply from the Education Ministry to a letter (Climate change education missing in New Zealand curriculum) published on November 22:

The New Zealand Curriculum for English-medium schools and Te Marautanga o Aotearoa for Māori medium are world leading.

These two documents, which make up the National Curriculum, take as their starting points a vision of our young people as lifelong learners who are confident and creative, connected, and actively involved.

Climate change is having a serious effect in the Antarctic.

REUTERS

Climate change is having a serious effect in the Antarctic.

They include a clear set of principles on which to base curriculum decision-making. They set out values that are to be encouraged, modelled, and explored. They define five key competencies that are critical to sustained learning and effective participation in society and that underline the emphasis on lifelong learne

But they are not prescriptive.

They set the direction for teaching and learning in New Zealand schools, but schools have the scope, flexibility, and authority they need to design and shape their local curriculum so that teaching and learning is meaningful and beneficial to their student communities.

This means that while every school curriculum must be clearly aligned with the direction of the National Curriculum, schools have considerable flexibility in how they implement their programmes.

So our schools and kura already have the option to include teaching and learning about climate change in their curriculum. In fact, we know that many are educating their students in this important area.

The principles underpinning our National Curriculum include supporting students to have a focus on issues such as ecological sustainability and globalisation. The theme of climate change can span a number of learning areas from Social Sciences to English, Science, Art or Technology.

Schools can look to incorporate teaching around climate change right across these learning areas. Many learning areas also allow students to research a highly significant current issue at a local, national and international level that engages them and prompts them into taking social action.

For some students their interest will lie in looking at climate change.

There are also opportunities for students to have their learning in this area recognised in NCEA credits through a number of the Education for Sustainability achievement standards.

Education for Sustainability empowers students to connect thinking and actions in ways that will lead to a sustainable future. One theme teachers can use is to look at globalisation to encourage students to examine global action against climate change.

Teachers know their students best. They know how best to engage them and how to inspire our Kiwi kids to become lifelong learners. That’s why the curriculum is not prescriptive. We recognise that subjects such as climate change are of great importance in our modern world. We also know that our schools do too and use their own judgements to frame what they teach about climate change around the curriculum.

As Matthew Schep says himself, many schools are already weaving comprehensive climate change education into their learning experiences.

Fuente:

http://www.stuff.co.nz/national/education/86814987/education-ministry-schools-have-scope-to-design-their-own-climate-change-curriculum

Fuente Imagen:

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Australia: Australia’s international education economic impact hits record A$20bn

Noticias

Australia/Noviembre de 2016/Fuente: The PIE News

RESUMEN: La cifra, publicada por la Oficina Australiana de Estadísticas, se desprende de la fuerte expansión de la matrícula en el país a principios de 2016, impulsada por los estudiantes chinos, y mejora con la cifra récord del año anterior de $ 19.7bn, después de un informe de Deloitte. Valor más temprano este año. «Estas nuevas estadísticas ponen de relieve la fortaleza de nuestro sector de educación internacional que ahora vale 20.300 millones de dólares y nuestra tercera mayor exportación», dijo el ministro de Educación, Simon Birmingham, en un comunicado. «Además de capacitar a gente de todo el mundo y de construir la reputación de Australia en el extranjero, la educación internacional apoya 130.000 empleos en Australia y también proporciona importantes ingresos para los sectores de alojamiento, hospitalidad y servicios en todos los estados australianos».

The figure, released by the Australian Bureau of Statistics, comes off the back of strong enrollment growth within the country in early 2016, driven by Chinese students, and improves upon the previous financial year’s record figure of $19.7bn, after a Deloitte report upgraded the value earlier this year.

“These new statistics highlight the strength of our international education sector now worth $20.3bn and our third largest export,” said Education Minister Simon Birmingham in a statement.

“As well as skilling people from all over the world and building Australia’s reputation abroad, international education supports 130,000 jobs in Australia and also delivers significant income for accommodation, hospitality and services sectors in every Australian state.”

As well as valuing direct revenue through fees, the ABS also factors in indirect economic contributions made by the industry, through goods and services consumed by international students and institutions.

The ABS valuation of $19.8bn was further improved by revenue received through additional services performed offshore, worth $450m in 2015/16, to come to $20.3bn.

Growth was experienced across all sectors, with schools and vocational education following New Zealand’s example, and leading growth with roughly 15% and 13% increases respectively.

Higher education, meanwhile, grew by around 10% but is still Australia’s largest contributor of international students and attracts over two thirds of the total revenue generated by the international education industry. It alone is now worth an estimated $13.9bn.

“The growth in the numbers reflects Australia’s excellent reputation for delivering a world-class education in one of the world’s best locations,” said Universities Australia chief executive Belinda Robinson.

“But the real value of international education to all of our students – international and domestic – and to Australia at large goes well beyond the financial benefits,” she added, pointing to the benefits international student connections bring to Australia’s future ties in trade, business, diplomacy, tourism and regional security.

The ELICOS sector experienced a comparatively modest increase, improving by $12m or 1.2%, but retained its position as Australia’s third largest value sector and remained above the $1bn mark.

English Australia CEO, Brett Blacker, said modest growth was due in part to “a trend for students to study shorter periods of ELICOS,” adding the result “mirrors sector growth of 4.8% in student visas over the same period.”

He told The PIE News he anticipated the sector would see an upturn after year to August commencements were up 3.3% from the previous year.

He’s cautiously optimistic outside influences may contribute to a surge in student numbers and revenue in the coming months and year.

“Anecdotally, interest and enquiries are up potentially due to Brexit and other global factors, however there has not been a noticeable impact from these foreign nation policy initiatives to-date,” he said.

After three years of growth, the future of Australia’s international education industry looks bright, however Phil Honeywood, CEO of International Education Association of Australia, cautioned the industry is still susceptible to political and market changes.

“Before we get too ambitious, our immigration department is already much more closely monitoring student visa applications on national security grounds,” he warned, adding that more scrutiny had been placed on students from traditionally low-risk countries.

“International education in Australia has always been a rollercoaster ride industry. Anything could happen to turn a boom into a bust.”

The latest figures were released in the lead up to the first meeting on November 22 of the Council for International Education established to oversee and advise on the implementation of the $12m National Strategy for International Education 2025.

Fuente: https://thepienews.com/news/australias-international-education-economic-impact-hits-record-20bn/

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Foreign Students Bring $20 Billion to Australia

Noticias

Australia/Noviembre de 2016/Autores: John Ross y Julie Hare/Fuente: Inside Higher Ed

RESUMEN: El valor de la educación internacional para Australia ha superado los 20.000 millones de dólares australianos (14.800 millones de dólares EE.UU.), lo que confirma la posición de la industria como la tercera fuente de ingresos del país y la mayor exportación de servicios. Nuevas cifras de la Oficina Australiana de Estadísticas muestran que la educación internacional ha eliminado un cóctel de problemas -incluyendo un alto dólar australiano, administración de visas oficiosas y ataques contra estudiantes extranjeros- para publicar un nuevo récord de ingresos.Los expertos dicen que el resurgimiento podría acelerar, si la exitosa campaña presidencial de Brexit y Donald Trump llega a los dos mayores competidores de Australia. Las cifras publicadas la semana pasada mostraron que el crecimiento en el número de estudiantes chinos matriculados en instituciones de Estados Unidos el año pasado fue el más bajo en una década.

International education’s value to Australia has surged past 20 billion Australian dollars ($14.8 billion U.S.), confirming the industry’s status as the country’s third-biggest earner and easily the largest export of services.

New figures from the Australian Bureau of Statistics show that international education has shrugged off a cocktail of problems — including a high Australian dollar, officious visa administration and attacks against foreign students — to post a new revenue record.

Experts say the resurgence could accelerate, if Brexit and Donald Trump’s successful presidential campaign stem student flows to Australia’s two biggest competitors. Figures released last week showed that the growth in the number of Chinese students enrolling at U.S. institutions last year was the lowest in a decade.

Australia’s international education exports totaled 20.3 billion Australian dollars ($15 billion) last financial year, an 8 percent rise compared with 2014-15.

The figure includes fees and onshore spending on goods and services such as food and accommodation, as well as royalties, consultancies and other related services.

Most of the income came from foreigners studying at universities, with the higher education sector attracting about 14 billion Australian dollars ($10.4 billion).

Vocational training institutions earned about 3 billion Australian, English language colleges 1 billion and schools 800 million ($2.2 billion, $740 million and $592 million, respectively).

Universities Australia, which represents institutions, said international education helped sustain Australian living standards, supporting more than 130,700 jobs.

It said more than 320,000 students from 130 countries were currently studying in Australia’s universities.

“Through the exchange of students on a grand scale, we’re forging relationships that underpin our future diplomacy, trade, business links, cultural insight and personal connections,” said Universities Australia’s chief executive, Belinda Robinson.

Meanwhile, newly released government data reveal that Australia’s most prestigious universities are continuing to increase dramatically the number of international students they enroll, largely to help cover the costs of research.

While the national average was just shy of 20 percent international student enrollments, last year Melbourne University enrolled 18,384 overseas students — or 31.2 percent of its total enrollment, up from 16,140 the previous year.

Melbourne was followed by the Australian National University, with 28 percent international students.

The University of Sydney, University of New South Wales, Monash University, University of Technology Sydney and RMIT University all had more than one in four students from overseas.

Previous research has demonstrated that international students not only subsidize the teaching of domestic students but also keep afloat the multimillion-dollar research efforts of major universities.

However, Melbourne’s overseas student enrollments pale in comparison with Federation University in Ballarat, where 42.5 percent of students come from overseas, and Gold Coast-based Bond University, with 41.3 percent.

Local undergraduate students contribute 10,440 Australian dollars ($7,729) a year to study business. For international students, fees to study for a business degree next year range from 19,920 Australian dollars ($14,746) at the University of New England to 39,264 Australian dollars ($29,065) at research-intensive Melbourne University.

Phil Honeywood, chief executive of the International Education Association of Australia, warned that any increase in students deciding against the U.S. or Britain could be tempered by increased competition from Canada, China and New Zealand.

Fuente: https://www.insidehighered.com/news/2016/11/23/international-education-20-billion-industry-australia

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Nueva Zelanda:Las escuelas finlandesas abandonan el programa KiVa contra el acoso escolar

Noticias

Oceanía/New Zelanda/Noviembre 2016/Noticias/http://www.lavanguardia.com/

Más de la mitad de las escuelas finlandesas ha abandonado este otoño el programa KiVa, un prestigioso sistema para prevenir y hacer frente al acoso escolar, después de que sus responsables empezaran a cobrar por su uso a los centros educativos, informó hoy la televisión pública YLE.

El programa KiVa, palabra que significa agradable en finés y es al mismo tiempo un acrónimo de Kiusaamista Vastaan (contra el acoso), fue desarrollado en la Universidad de Turku en 2007 e implantado paulatinamente de forma gratuita en gran parte de las escuelas finlandesas.

El pasado curso académico había unas 2.300 escuelas adscritas al programa, equivalentes al 90 % de todos los centros de educación básica del país nórdico, y su aplicación durante casi una década contribuyó a reducir drásticamente el acoso escolar.

El plan utiliza una serie de materiales y herramientas específicos para profesores, alumnos y padres destinados a prevenir el acoso en las aulas e intervenir cuando éste se produce.

El éxito de KiVa animó a sus responsables a exportar el programa, que ya ha sido adoptado en colegios de una quincena de países, entre ellos España, Argentina, México, Chile, Estados Unidos, Francia, Nueva Zelanda y Sudáfrica.

Pero la decisión de sus creadores de empezar a cobrar a las escuelas finlandesas entre 50 y 400 euros anuales en función del número de alumnos a partir de este curso ha provocado que muchos centros hayan abandonado el proyecto.

Actualmente hay unas 850 escuelas asociadas al programa KiVa, apenas el 40 % del total, e incluso municipios enteros como Kotka, al sureste del país, han decidido retirar la iniciativa de sus centros educativos.

Los responsables de KiVa no se explican el porqué de un bajón tan drástico en el número de colegios asociados, ya que el precio a pagar apenas asciende a 60 céntimos de euro por alumno y curso académico.

«El precio por cada escuela es muy bajo, no creo que sea el motivo de que abandonen el programa. Quizá sea más bien una cuestión de principios, porque anteriormente el servicio era gratuito», explicó a YLE Elisa Poskiparta, experta de la Universidad de Turku.

El Ministerio de Educación finlandés, principal impulsor del proyecto KiVa, dejó de financiar el programa en 2011, lo que obligó a sus responsables a buscar fuentes alternativas de financiación para continuar su desarrollo.

«En los últimos años no hemos recibido ningún tipo de subvención para mantener el servicio, nos hemos visto obligados a obtener recursos por otros medios», justifica Poskiparta. EFE

Fuente

http://www.lavanguardia.com/vida/20161124/412136628281/las-escuelas-finlandesas-abandonan-el-programa-kiva-contra-el-acoso-escolar.html

Fuente imagen

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Reviving Indigenous languages – not as easy as it seems

Noticias

Oceanía /Australia/Noviembre 2016/Noticias/https://theconversation.com/

The NSW government has announced it will propose legislation for protecting and reviving NSW Aboriginal languages.

NSW Aboriginal languages are part of the heritage of NSW Aboriginal people, and part of Australia’s heritage.

Recognising this should lead to greater understanding of the people and history of different parts of NSW, to greater respect for Aboriginal people, and, in turn more reconciliation between Aboriginal and non-Aboriginal people.

How to revive a language

But protecting and reviving languages is no easy task. Here are a few things to consider.

NSW has a lot of languages. There are at least 35 distinct languages, and many of those languages have different dialects.

For many of these languages, only a few words have been handed down. The last few years have seen activity in mining archives and libraries for these words.

But it takes considerable practice to interpret how a word should be pronounced from reading the old spellings, and comparing them with other word-lists and what is known of closely related languages.

The next step is to interpret the sentence structure and reconstruct the grammar of the language. Muurrbay Aboriginal Language and Culture Co-operative (Nambucca Heads) have done outstanding work in working with linguists to create short grammars for some of the 35 languages.

As it stands, only a few languages (eg Bundjalung, Gumbaynggirr, Muruwari, Paakantyi, Wiradjuri, Yandruwandha, Yuwaalaraay/Gamilaraay) currently have enough material in a useable form for adults to begin learning the languages.

NSW Aborigines bore the brunt of first settlement, and so it is sad, but unsurprising, that NSW no longer has communities where children grow up speaking a traditional Aboriginal language every day. And many Aboriginal people in NSW live away from their traditional country.

This has major consequences for reviving the languages. The first step is for enough adults to learn the languages, so that they can help the children learn the languages.

Revitalising a language needs first and foremost the interest and engagement of the community. This is the easy part.

Then it needs teachers, a staged curriculum and resources, for children and for adults. Here, it is all too easy for things to go wrong, and for communities to be deeply disappointed.

Lack of Indigenous language teachers

We simply don’t have enough teachers who speak NSW Indigenous languages to cover all the schools in all the communities where people want to revitalise their languages.

This was identified as a major problem in a recent national workshop hosted by First Languages Australia.

There are local initiatives to learn languages, but whereas German and French teachers would be expected to have university-level qualifications in the language, only two NSW languages, Gamilaraay and Wiradjuri, are offered at university level.

Little training in language teaching methods is available – the University of Sydney offers a Masters of Indigenous Language Education for trained teachers, but there aren’t enough trained teachers who are Aboriginal in the first place.

NSW could consider the model offered by Western Australia, where the state education department offers a course especially designed for Indigenous people who want to teach their own language. Successful completion allows them to apply for a limited authority to teach the languages.

Once we have the teachers, we need back-up and succession planning. Programs often flounder when a brilliant teacher gets sick or retires. So one teacher per school is not enough.

Zeke Kay at Winanga-Li Aboriginal Child and Family Centre in Gunnedah, beginning Gamilaraay. Photographer: Hilary Smith. Not to be republished., Author provided

Need to design a curriculum and resources

Teachers need a framework for teaching languages. A generic curriculum for teaching Indigenous languages, with a pathway for language revitalisation programs, has been developed through the Australian Curriculum, Assessment and Reporting Authority (ACARA).

That curriculum needs fleshing out for each language, and that will take time, as teachers need first to understand the grammar and vocabulary of the language, and then break it down into learnable lessons that build up logically.

Lastly, teaching a language needs lesson plans and activities that engage learners.

Languages such as French and German have vast numbers of accessible, beautiful and exciting learning materials.

They are the products of many years’ experience and of a very large market. Only a few Indigenous languages in NSW have teaching resources like Yuwaalaraay and Gamilaraay.

NSW will have to be very clever in sharing and creating re-usable resources. Unfortunately Australia has a dreadful track record in wasting money on well-meant but ill-thought-out projects.

For example, in 2003, the Federal Department of Communications, Information Technology and the Arts spent nearly half a million dollarson paying a developer (Multilocus) to build language learning programs for five Indigenous languages. No one appears to have done an evaluation of the effectiveness of the CDs as a learning/teaching aid.

The software was not open source, was not updated, and appears to exist now only as archived relic CDs, one of which contains no more than 230 words. That’s a lot of dollars per word.

That’s why we need the accountability framework that is proposed. And we need one that has teeth.

The state government has taken an important first step in recognising NSW Aboriginal languages. Reviving the languages will be a giant step.

Fuente :

https://theconversation.com/reviving-indigenous-languages-not-as-easy-as-it-seems-68977

Fuente imagen:

https://lh3.googleusercontent.com/mknPvAFgycmcLiFXSzqMUCq-3isAvUA1lVAsdZJajTJOcX60dqRKWiO_m3cH9sUWxGYs4w=s85

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Nueva Zelanda: Kids face three hours on school bus as some new routes prove undrivable

Noticias

Oceanía/Nueva Zelanda/Noviembre de 2016/Fuente: Stuff

RESUMEN: Los cambios en las rutas rurales de los autobuses escolares significan que los alumnos jóvenes pasarán tres horas al día en carreteras sinuosas, lo que, según un director preocupado, los dejaría cansados y menos capaces de aprender. Se espera que los cambios en el viaje en autobús a comienzos del próximo año afecten a 23 escuelas alrededor de la provincia de Nueva Zelanda, después de que el Ministerio de Educación cambió las reglas para permitir que los autobuses recojan a los niños tan temprano como a las 7 am. Kelvin Woodley, director de Tapawera Area School en el distrito de Tasman, dice que el Ministerio de Educación ha propuesto nuevas rutas para los autobuses gratuitos utilizados por dos tercios de los 198 alumnos de la escuela.

Changes to rural school bus routes mean young pupils will spend three hours a day on winding country roads, which a worried principal says will leave them tired and less able to learn.

Changes to the bus commute at the start of next year are expected to affect 23 schools around provincial New Zealand, after the Ministry of Education quietly changed the rules to allow buses to pick up kids as early as 7am.

Kelvin Woodley, principal of Tapawera Area School in Tasman District, says the Ministry of Education has proposed new routes for the free buses used by two-thirds of the school’s 198 pupils.

But a computer algorithm that’s meant to find the optimal route based on students’ home addresses has produced routes that are undriveable, says Woodley.

Until recently, ministry guidelines stated no pickup on the free school bus should be earlier than 7.30am, but Woodley said new guidelines allow timetables to start from 7am.

Tapawera school, born of a 1940s amalgamation of tiny country schools, takes students from Year 1 to Year 13. Woodley says the proposed new routes could add half an hour in each direction, leading to up to three hours’ travelling a day.

«An extra hour a day for a five-year-old counts significantly. We need to consider the impact it has on their education.»

Dairy farmer Sheryl Culling lives around 21km to the west of Tapawera school. Her daughter Alicia, 11, is in Year 6 and Conor, 9, is in Year 4.

Currently the bus picks them up at 8am and drops them at 3.45pm. Culling said merging two routes could mean a 7am pickup. The additional distance would leave her children more tired, «and everyone knows what tired grumpy kids are like.»

Federated Farmers board member Rick Powdrell said children in the country needed the same academic opportunities as those in the city.

«Rural kids have enough barriers in front of them as far as getting a like education to urban kids. Sitting on a school bus for a long period of time it doesn’t augur well for a good learning day.»

Kelvin Woodley said he was pushing back at the ministry’s suggested route changes, planned for next year, «and we don’t know how it will look in the end».

He said the new routes were generated by a program that plotted an optimal route based on pupils’ home addresses, but the system seems flawed.

One route included a road that is considered unsafe because it is heavily used by logging and milk trucks. One new pickup point would have involved crossing a stream that has no bridge.

«You need to see it geographically before it makes sense.»

Jerome Sheppard, head of the Ministry of Education infrastructure service, said the ministry always took advice from locally-based staff before finalising routes and would never include roads known to be unsafe.

He recognised students living in remote areas faced significant school journeys, but bus routes were designed to follow «the most efficient distance possible» between students’ homes and schools.

«If there are any particular concerns on specific routes we would be happy to discuss those concerns,» he said.

«We regularly review our routes and the funding we spend on direct-resourcing transport networks so that we are making the best possible use of taxpayer funding. We are committed to continuing to transport every eligible child to school, wherever they live.»

Sheppard said Tapawera was one of 23 schools where the Ministry was planning changes early next year. The changes would affect about 40 bus routes.

«The vast majority of children – about 600,000 – get to school by either walking, cycling, public transport, or by being dropped off by car.»

Fuente: http://www.stuff.co.nz/national/education/86637554/Kids-face-three-hours-on-school-bus-as-some-new-routes-prove-undrivable

 

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Nueva Zelanda: PTEs, schools drive value growth closer to 2025 targets

Noticias

Oceanía/Nueva Zelanda/Noviembre de 2016/Fuente: The PIE News

RESUMEN: El informe Impacto económico de la educación internacional: 2015/16, publicado en octubre, ha valorado la industria en $ 4.28bn, un aumento de $ 1.43bn, o poco más del 50%, desde la evaluación anterior realizada en 2014. El informe atribuyó el crecimiento del valor a un aumento de 25% en los estudiantes, junto con un aumento en el costo de los gastos de vida, así como una metodología mejorada y reconoció que algunos sectores pueden haber sido infravalorados en el informe anterior. While all sectors experienced some level of growth, private training establishments (PTEs) and schools lead, combining to contribute $856m, more than half of overall growth, compared to 12% from the universities sector.

The Economic Impact of International Education: 2015/16 report, released in October, has valued the industry at $4.28bn, an increase of $1.43bn, or just over 50%, since the previous valuation conducted in 2014.

The report attributed the value growth to a 25% increase in students coupled with an increase in living cost expenditure, as well as an improved methodology and acknowledged some sectors may have been undervalued in the earlier report.

While all sectors experienced some level of growth, private training establishments (PTEs) and schools lead, combining to contribute $856m, more than half of overall growth, compared to 12% from the universities sector.

Market diversification has assisted in the growth of numbers in the PTE sector. We are now seeing more students from emerging markets such as Latin America, Russia and other Commonwealth of Independent States countries coming for academic programmes,” said Rachel Honeycombe, marketing & student services manager of private provider Auckland Institute of Studies.

The new valuation also sees PTE’s market share approaching parity with universities, which Honeycombe said was a result of private institutions “aggressively marketing in many of [those] markets for brand awareness” in a bid to compete with universities.

Schools International Education Business Association of New Zealand (SIEBA) executive director John van der Zwan attributed the schools sector’s strong growth to the sector roadmaps developed in 2014 to guide the industry towards meeting the targets, including the $5bn economic contribution goal, set out in the 2011 Leadership Statement for International Education.

“Confidence in the school sector is high and schools are excited about the benefits of international education. We expect this to continue next year and for schools to look for new and exciting ways to attract students and provide quality international education,” he told The PIE News.

Chris Whelan, executive director of Universities New Zealand said the growth was evidence the “industry’s international marketing efforts are paying dividends.”

He added universities had experienced consistent and sustainable growth and there were more opportunities for the sector to grow further.

“The pathway rates from secondary school to the tertiary sector have been low in New Zealand compared to many of our competitor markets. We are working to change this,” he said, adding the recently introduced five-year pathway visa may encourage more students to remain within New Zealand and continue their studies.

The latest valuation places international education as the country’s fourth largest export.

“ENZ is putting more effort and resource into raising public awareness of the value of international students to our economy and society. We see this as an important, long-term commitment,” said ENZ chief executive Grant McPherson.

He pointed to the release of the economic impact report as a particular way to add to New Zealanders’ understanding and awareness of international education.

As the industry nears its $5bn target ahead of schedule, McPherson said the upcoming international education strategy would set new targets for desired outcomes.

He said it was expected the new outcomes would cover social, cultural and economic objectives and the current draft period would “determine what’s achievable and how to measure any non-economic objectives.”

The next economic impact report is expected to be an interim report in 2018, followed by a full report in 2020.

Fuente: http://thepienews.com/news/nz-ptes-schools-drive-value-growth-closer-2025-targets/

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