Taranaki international education strategy making taranaki an education destination

TARANAKI INTERNATIONAL EDUCATION STRATEGY | 

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TARANAKI INTERNATIONAL  

EDUCATION STRATEGY

MAKING TARANAKI AN EDUCATION DESTINATION 

1 JULY 2015 - 30 JUNE 2018

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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 signifi-

cant 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

 

Opportunities   

 

 

 

20

 Challenges 

    20

Bibliography   

 

 

 

 

25

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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)

INTRODUCTION

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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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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.

STRATEGIC FRAMEWORK

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SEC

TO

R

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.

Figure 1: Strategy Hierarchy

Provider Strategies

P

RO

V

IDE

R

Taranaki is 

an education  

destination of choice  

offering a welcoming 

environment and an 

attractive student lifestyle, 

with quality institutions 

where students  

achieve their goals

A progressive,  

growing, westward-

looking province, of 

national significance, 

renowned for its people, 

culture, talent, rich 

natural resources  

and desirable  

location

R

EG

I

ON

AL

Transformational  

economic growth by 

growing the International 

Education Sector

NA

T

I

ON

AL

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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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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. 

GOAL ONE: 

1

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

2

  Massey has a significant presence in the region.

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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.

GOAL TWO: 

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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

GOAL THREE: 

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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. 

GOAL FOUR: 

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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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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. 

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

RATIONALE

China Kunming

This is an existing market for some group members, with established 

relationships including a Sister City relationship with New Plymouth.*

China Hong Kong

This is an existing market for some group members, with established 

relationships.

Japan 

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.*

Germany

German students do well in our schools, they enjoy the lifestyle and 

embrace the opportunities Taranaki offers.

South America

South American students enjoy the lifestyle and embrace the 

opportunities that the region offers. These students tend to prefer 

coeducational experiences.

Vanuatu

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

RATIONALE

Indonesia

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.

India

There are long established relationships with this market within both 

PIHMS and WITT.  PIHMS has existing offices in Nepal, China, Russia and 

South Korea.

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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

Data gathering and analysis

 

Achievements to date:  Initial survey completed in 2014.

Student surveys  

®

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.

1, 2, 3 5, 6

School surveys 

®

A school survey was 

developed and used in 

2014. The process will be 

refined and repeated.

1, 2, 4

Homestay 

surveys

®

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.

2

Student results 

collation and 

analysis   

®

®

All schools do this, so 

there is work to be done 

in extracting data from 

existing systems.

1, 2

ENZ and 

Ministry of 

Education data 

gathering 

®

®

This is done periodically, 

helps under pin growth 

regionally, nationally and 

trends within the sector.

1, 2, 3, 

5, 6

Website and collateral development

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

Develop  

additional web 

pages

®

ANZA conference showed 

the importance of having 

a website showcasing the 

region and its providers.

1, 2, 3, 

5, 6

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IMMEDIATE YEAR 1

YEAR 2-5

LONG TERM RATIONALE

GOALS

Translations

®

This will need to be ac-

tioned in the first year, 

but is not essential to the 

immediate launch of the 

website.

1, 2, 3, 

5, 6

Social media 

platforms

®

Likely to grow alongside 

the alumni programme.

1, 2, 3, 

5, 6

Case studies

®

Ongoing.

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.

2, 3, 5

Alumni pro-

gramme

®

®

This may take some time 

to come up with as time 

needed to track down 

former students.

4, 5

Career pathways 

programmes

®

Needs careful exploration 

and possible involvement 

of business and other 

tertiary providers.

4, 5

Market development events and programmes

Achievements to date: ANZA 2015 attendance by Study Taranaki

Trade shows

Requires  planning and 

budget

1, 2, 3, 

5, 6

Offshore visits

®

Requires  planning and 

budget

1, 2, 3, 

5, 6

Onshore agent 

visits

®

Requires  planning and 

budget

1, 2, 3, 

5, 6

Collaboration objectives

Standardise 

commission 

percentage 

rates

®

®

®

Some discussion required. 1, 2

Expansion of the 

network within 

Taranaki

®

®

®

®

Immediate and ongoing 

work required.

1

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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

•   Growth 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.

SUPPORTING THE STRATEGY

TARANAKI INTERNATIONAL EDUCATION STRATEGY | 

21

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 2010-

2035. New Plymouth: Venture Taranaki. 

TARANAKI INTERNATIONAL EDUCATION STRATEGY | 

22

Venture

TARANAKI

Te Puna Umanga

 

Taranaki’s Regional Development Agency

Project Lead: Rachael Berndt

Tel: [phone]

E: [e-mail]

9 Robe Street | PO Box 670

New Plymouth 4340 | New Zealand

www.taranaki.info