International Students: Information for Schools

ERO’s Evaluation of Provision for International Students

According to ERO’s records your school has international students enrolled and is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016established under section 238F of the Education Act 1989.

The Education Review Office, on behalf of the Code Administrator, the New Zealand Qualifications Authority evaluates the overall quality of education provided for international students. As from term one 2017 our evaluations will include an audit of the schools’ self-review of policies and processes that give effect to the Code.

Our evaluation will use five key questions.

1. How effectively is the school reviewing its provisions and outcomes for international students?

2. How effectively does the school provide pastoral care for international students?

3. How effectively does the education programme respond to the aspirations, interests and needs of international students or their parents? 4. How well do international students make progress and achieve? 5. How effectively does the school integrate international students into the school and local community?

The five evaluative questions have been developed to reflect the key outcomes sought in the Government’s Leadership Statement on International Education, 2014:

  • international students are welcomed, receive effective orientation guidance, and exemplary pastoral care and learning support;
  • they succeed academically, and increasingly choose to continue their academic studies in New Zealand; and
  • they are well integrated into our educational institutions and communities.

These outcomes support the goal that international students are enriched by their education and living experiences in New Zealand.

ERO’s evaluation of the quality of education provided for international students will build on your school’s internal review of your international student programme. It will include the school’s overall approach to international students, their pastoral care, the education programme provided and the students’ academic progress, achievement and social integration.

If your internal evaluation is robust and comprehensive, there is likely to be less need for reviewers to verify the findings through observations, discussions and looking at relevant documentation.

ERO’s evaluation of provision for international students will include an audit of your school’s adherence to the Education (Pastoral Care of International Students) Code of Practice 2016. The audit will be based on your completedInternational Student School Assurance Statement (ISSAS). ERO is undertaking the audit on behalf of the Code Administrator, the New Zealand Qualification Authority. Following completion of the review the assurance statement will be shared with NZQA. This is to assist NZQA in monitoring schools’ performance as code signatories against the required outcomes and processes set out in the Code.

If ERO’s audit of the Code brings to light gaps in how the school is implementing the Code, this will be reported. NZQA will follow up and determine what if any further steps need to be taken.

Attached is a page that can be shared with the staff responsible so they can be well prepared.

International Students:

Information for staff responsible for international students

ERO’s Evaluationof theEducation (Pastoral Care of International Students) Code of Practice 2016

The following table summarises how ERO manages relationships and processes in reviews of international students, and sets out ERO’s expectations of the staff responsible.

Information

ERO

  • makes information about the review process available to the staff member responsible.
  • considers the way the school provides international students with a high quality education that meets their pastoral, academic and social needs, including progress and achievement.
/ The staff member responsible
  • makes relevant information about international students available to ERO
  • has available the annual review of their performance and compliance with the Code and the attestation sent to NZQA
  • works with the review team to facilitate discussions with international department staff and students.

Please arrange for the following documentation to be available at the time of the review:

  • A list of the names of all current international students enrolled in your school, their nationalities, year levels, status and their types of accommodation.
  • The names of the key people responsible for international students in these areas: pastoral care; accommodation; and provision of English language support.
  • Your annual internal review of your performance and compliance with the Code as outlined in clause 37 of the Code and the Code Annual Self Review Attestation.
  • Any other internal review or reporting documents relating to provisions or outcomes for international students, including reports to the board of trustees.
  • Information used in preparation of the International Student School Assurance Statement.

ERO will be seeking evidence on five evaluative questions. Judgements will be based on the indicators in the table below.

Evaluative Questions and Indicators

How effectively is the school reviewing its provisions and outcomes for international students?
Indicators
  • The school monitors compliance with the Code (especially accommodation, attendance and welfare) effectively to ensure all requirements are met.
  • Review is ongoing throughout the year
  • Review uses the school’s own internal evaluation methodology
  • The school’s review process is based on analysis of a range of information about students’ welfare, academic progress and social integration (including confidential/anonymous feedback).
  • BOT receives annual reports based on the internal review and strategic plan of the international programme, and including student achievement information.
  • Opportunities are provided for students to provide anonymous or confidential feedback through an independent person
  • Internal review findings inform decision-making
  • The school takes action in response to its internal review

How effectively does the school provide pastoral care for international students?
Indicators: students
  • receive appropriate support services from a person or persons designated with the pastoral care responsibility for international students.
  • are welcomed and given effective orientation advice.
  • have their accommodation and pastoral needs regularly monitored and met.
  • report their pastoral care needs are met
  • access other support within the school for example dean, guidance counsellor

How effectively does the education programme respond to the aspirations, interests and needs of international students or their parents?
Indicators
  • Students are accurately assessed on entry, and placed in appropriate courses and classes
  • Students set appropriate challenging goals
  • Students have appropriate courses so they can achieve their learning goals for example entry to university
  • Students experience high quality teaching
  • Students receive appropriate levels of support with the English language, whether it is in ESOL classes, withdrawal or in-class support
  • Learning in ESOL/withdrawal/classes supports learning in mainstream classes
  • Students are regularly assessed and receive useful feedback about their progress across the curriculum.
  • Staff understand how to support international students
  • Staff have PLD on teaching speakers of other languages.
  • Staff understand cultural contexts and how to support international students
  • Staff are positive about having international students in their classes

How well do international students make progress and achieve?
Indicators
  • Students make progress in their learning of English
  • Students make progress in their academic studies, and achieve their learning goals.
  • Senior students achieve qualifications in the NQF and other qualifications, for example, IELTS, ELLP.
  • Students make successful transitions to post-secondary programmes / further education and training.

How effectively does the school integrate international students into the school and local community?
Indicators
  • Teachers facilitate interactions between international and domestic students in the classroom
  • Students are involved in school activities including EOTC
  • Students enjoy their NZ schooling experience and make NZ friends
  • Students share aspects of their own culture with other students at the school
  • Students take part in activities in the local community / area
  • International students have leadership roles
  • NZ students and staff demonstrate cross-cultural awareness

Possible evidence includes:

  • charter, strategic and annual plans, budget for international students, board minutes, reports to the board from IS/ESOL departments, professional learning and development programme for staff,
  • internal-review reports and action plans, analysed collated data on IS progress and achievement and success, school information about IS cultural and sporting involvement, school leaver destinations, records of meetings with students and visits to accommodation, register of complaints and actions taken, annual attestation sent to the New Zealand Qualifications Authority
  • letters, forms, and surveys completed by students, parents, and homestay hosts, reports to students or parents, orientation checklists
  • assessment data on entry and links with course placement, IEPs, progress and achievement records, attendance records, transition/careers plans
  • observations of students in and out of classroom, ESOL plans and programmes, teacher planning notes, student work, written feedback on student work
  • website, prospectus, yearbook/magazine, newsletters, brochures, orientation handbook/programme
  • discussions with staff eg ESOL, deans, guidance counsellor, interviews of students, homestay hosts

Education Review Office

International Students: Information for Schools updated January 20171