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Annual Maximum Fee Movement (AMFM)

Source: Tertiary Education Commission

Last updated 2 October 2024
Last updated 2 October 2024

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The AMFM policy sets limits on fees that tertiary education organisations (TEOs) can charge learners. Its purpose is to promote affordable study for learners while allowing TEOs some flexibility in setting fees. 
The AMFM policy sets limits on fees that tertiary education organisations (TEOs) can charge learners. Its purpose is to promote affordable study for learners while allowing TEOs some flexibility in setting fees. 

The 2025 AMFM is set at 6.0%. 
The AMFM rate for each year is published in the funding mechanisms. The AMFM for 2024 was 2.8%.
Funding mechanisms and delegations
The AMFM policy applies to courses funded through the following funds: 

Delivery at Levels 3 to 7 (non-degree) on the NZQCF (DQ3-7) 
Delivery at Levels 7 (degree) to 10 on the NZQCF (DQ7-10).

Note: fees charged for industry training (i.e. programmes or micro credentials funded under DQ3-7 in the work-based modes of delivery) are exempt from AMFM regulations. 
It applies to fees that:

all domestic students are required to pay, and
have been funded in a previous year (or years).

The AMFM also applies to: 

courses established by a TEO that are a substitute for an existing course on the same or similar subject matter, at the same or a similar level on the NZQCF, and
micro-credentials approved by the New Zealand Qualifications Authority (NZQA) to be part of a programme leading to a qualification. 

For more information about micro-credential fees, see Micro-credentials funding and fees. 
Additional changes from 2024
2024 changes to how the AMFM is regulated, which allow providers to set lower fees temporarily, take practical effect from 2025. 
From 2024, if you reduce fees for a course across one or more calendar years, you can return to the maximum fee you charged before the reduction and apply the AMFM rate increases for the period in which the fee was reduced. 
Note: This only applies from 2024. It does not apply to fee reductions that were in place before 2024. 
Exceptions to the AMFM
Applications are considered annually, in the year before the course will be delivered. 
2025 AMFM exceptions
You may apply for an AMFM exception to increase your fee by up to an additional 6% above the permitted AMFM. 
We may only grant an exception to the AMFM policy under exceptional circumstances. The exception criteria are published in the funding mechanisms. 
Funding mechanisms and delegations
We will only grant an exception if the following criteria are met:

the TEO can demonstrate that it is financially unsustainable to deliver the course, in terms of the cost of delivering the course and taking into account the total income that the course would generate (including Government funding and tuition fees), and that there are no satisfactory alternatives to limit cost
the existing fees for the course are no more than the 75th percentile of the range of fees charged for similar courses; and
any two of the following three criteria apply:

where the course is part of a programme at Levels 3–10 on the NZQCF that has been delivered previously, the programme has a cohort-based completion rate that meets or exceeds the median performance benchmark for the NZQCF level in the previous year
you can demonstrate that the course is in some way unique or special; for example, there are no available local alternatives; and
not allowing an exception will prevent you from making a significant contribution to the achievement of one or more of the Government’s priorities, as set out in the current Tertiary Education Strategy.

Note: There is a limit to the number of courses for which a TEO can request an exception each year. For details on this, see AMFM exceptions: Application and assessment information.
How to apply for an exception to the AMFM
The application process for 2025 is now open. You must submit applications for any course that starts between 1 January 2025 and 31 December 2025 by 5.00pm on 29 November 2024.
Please read the exceptions information in AMFM exceptions: Application and assessment information (below). 
Submit applications and all supporting information with the subject line [EDUMIS] – Exception to the AMFM to our Customer Contact Group at  customerservice@tec.govt.nz.
Use the following forms and templates to make your application:

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Fee limits for new courses

Source: Tertiary Education Commission

Last updated 2 October 2024
Last updated 2 October 2024

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This page explains fee limits for new courses funded through Delivery at Levels 3 to 7 (non-degree) and Levels 7 (degree) to 10 on the New Zealand Qualifications and Credentials Framework (NZQCF).
This page explains fee limits for new courses funded through Delivery at Levels 3 to 7 (non-degree) and Levels 7 (degree) to 10 on the New Zealand Qualifications and Credentials Framework (NZQCF).

Fee limits apply to new courses funded through the following funds: 

Delivery at Levels 3 to 7 (non-degree) on the NZQCF (DQ3-7) 
Delivery at Levels 7 (degree) to 10 on the NZQCF (DQ7-10).

Note: fees charged for industry training (i.e. programmes or micro credentials funded under DQ3-7 in the work-based modes of delivery) are exempt from fee-setting limits for new courses.
Fees must be no more than the 75th percentile of the range of fees charged for similar courses.
When identifying similar courses we consider the course:

funding category
classification under the New Zealand Standard Classification of Education (NZSCED), and
equivalent full-time students (EFTS) factor.

In exceptional circumstances you may apply for an exception to the limit on new course fees. The exception criteria are published in the funding mechanisms.
Funding mechanisms and delegations
In determining exceptions, we consider the following criteria:

The course would not be financially viable without a higher fee.
Where the course is part of a qualification at Levels 3–7 (non-degree) or 7+ on the NZCQF that has been delivered previously, the programme has a cohort-based completion rate that meets or exceeds the median performance benchmark for that NZQCF level in the previous year.
You can demonstrate that the course is in some way unique or special, for example, there are no or very few similar courses to compare fees with.
The course is aligned to Government priorities set out in the Tertiary Education Strategy.

Applying for an exception to the fee limit
For information about how to apply for an exception, please see the guidance below.

Email your application to our Customer Contact Group at customerservice@tec.govt.nz with the subject line [EDUMIS] – Exception to fee limits for new course fees application. 
The deadlines to submit an application are:

5.00pm on the last Friday of November
5.00pm on the first Friday of February
5.00pm on the first Friday of June
5.00pm on the first Friday of August.

We will advise you in writing of the outcome of your application.
If you have any questions about the application process, please email customerservice@tec.govt.nz or your relationship manager.

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Fee cap for micro-credentials

Source: Tertiary Education Commission

Last updated 2 October 2024
Last updated 2 October 2024

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A maximum fee limit applies to some micro-credentials.
A maximum fee limit applies to some micro-credentials.

Fee regulation settings for micro-credentials are published in the funding mechanisms.
Funding mechanisms and delegations
From 1 January 2025, the maximum that you can charge for micro-credential fees is $64 (GST inclusive) per credit, if approved for Tertiary Education Commission (TEC) funding. This includes both new and existing micro-credentials.
This fee limit only applies to micro-credentials funded through the following funds:

Delivery at Levels 3 to 7 (non-degree) on the New Zealand Qualifications and Credentials Framework (NZQCF) and all industry training (DQ3-7
Delivery at Levels 7 (degree) to 10 on the NZQCF (DQ7 -10).

Note: fees charged for industry training (i.e. programmes or micro credentials funded under DQ3-7 in the work-based modes of delivery are exempt from fee caps for micro-credentials.
It does not apply to micro-credentials delivered in work-based learning modes funded through DQ3-7, or micro-credentials that are part of an approved programme leading to a qualification on the NZQCF.
For micro-credentials that are part of an approved programme leading to a qualification on the NZQCF, AMFM rules apply. For more information about the AMFM, see Annual Maximum Fee Movement (AMFM).
You may apply for an exception to the fee limit. You will need to provide evidence that the micro-credential is:

financially unsustainable to deliver, in terms of the cost of delivery and considering the total income the micro-credential would generate (including government funding and fees), and that there are no satisfactory alternatives to limit costs; and
supported by industry and/or employers to deliver the micro-credential and that it clearly meets industry and/or employer needs.

Applying for an exception to the fee limit
For information about how to apply, see:
Exception to the fee limit on micro-credentials – application template (DOCX 268 KB)
If you are seeking funding for your micro-credential and an exception to the fee limit, you will need to submit both an application for an exception to the fee limit and a TEO micro-credential application.
TEO micro-credentials – application template (DOCX 612 KB)
For more information on funding micro-credentials, see Micro-credentials funding and fees. 
Email your completed exception application and other relevant supporting information to our Customer Contact Group at customerservice@tec.govt.nz with the subject line [EDUMIS] – Micro-credential fee-limit exception application.

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An authority on, and an activist for the language | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

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4 mins ago

Hiria Tumoana is an icon in the Maori world for her life-time commitment to, and achievements in the revitalisation and teaching of the Maori language which dates to the Te Reo Maori Petition. She is a native speaker, was raised in her traditional tribal setting of Tuhoe, studied linguistics, and has a passion and gift for teaching the Maori language. In 1998, she gained a highly prestigious role at the Maori Language Commission as an examiner.

Hiria has taught at EIT for some 40 years and is highly sought after by students. She appeals to mixed generations of youth, adults and elders. She uses a blend of traditional and modern pedagogies; and has inspired thousands of learners in contexts from traditional classrooms to marae, to Maori radio. Her teaching approach is direct and injected with humour. She is also described as sharp, highly intelligent, empathetic, and as a warrior woman. Hiria consistently receives great student evaluation feedback.

One student commented, “Whaea Hiria is one of my greatest luminaries and I will forever be grateful for all the teachings and learnings she has given and still continues to give me on a daily basis.”

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Pursuing passion for nursing by studying at EIT | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

4 mins ago

Alisha Stanford, 18, is currently in her first year of the Bachelor of Nursing at EIT Hawke’s Bay.

Driven by compassion, a Hawke’s Bay student is motivated to pursue her ambition of becoming a nurse by studying at EIT.

Alisha Stanford, 18, who went to Napier Girls’ High School, was also attracted to studying the Bachelor of Nursing at EIT by the Year 13 scholarship on offer.

The Year 13 Scholarship, which is offered annually by EIT, covers one year of tuition fees. The Scholarship supports school leavers across the Hawke’s Bay and Tairāwhiti regions to study any one of EIT’s degrees or selected level 5  diploma programmes that lead into a degree by providing one year FREE study. Students who live outside the region may be eligible for the scholarship in some programmes that are available nationwide.

“I’ve had family members go through EIT, including nursing and they enjoyed their studies, all fulfilling their carer pathways now. I’ve always wanted to do nursing and see where it takes me.”

“I also chose EIT for the convenience of staying local and because EIT offered me everything that I needed.”

Currently in her first year at the EIT Hawke’s Bay Campus, Alisha is enjoying learning more about her chosen craft, and especially enjoyed her first year placement, which was at a Napier rest home. She will soon be going on her second placement at Te Whata Ora in Hastings.

She says that she is hoping to eventually become a paediatric nurse at some stage, but was keeping her options open.

“It’s all on the table. I’m very open-minded to where this nursing could take me, offering me endless opportunities, which I think is an attraction to nursing.”

“I enjoy being in the lab and hearing the experiences of our lecturers. I’ve always been interested in how the body works and that side of biology.”

EIT Bachelor of Nursing Lecturer Abby Davis says: “Alisha is a student of mine currently on her placement, and she has been absolutely fantastic, thoroughly enjoying her clinical time in the hospital.”

“The nurses have genuinely appreciated working with her, noting her enthusiastic approach and dedication to her learning. She is hardworking and consistently ensures her patients receive the best nursing care.”

“She has a passion for nursing encouraging other students with her positive attitude, leadership qualities and relationships with her classmates. Alisha is an excellent student, and I eagerly anticipate her bright future in nursing.”

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After foray into plumbing, love for teaching leads student to study at EIT | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

1 hour ago

Corey Boocock is currently in the second year of the Bachelor of Teaching (Primary) at EIT Tairāwhiti.

After a brief foray into plumbing, an EIT student has pursued his dream of being in a classroom by studying for a Bachelor of Teaching (Primary) at EIT Tairāwhiti.

Born and bred in Gisborne, Corey Boocock did his schooling at Mangapapa Primary School, Gisborne Intermediate and then Gisborne Boys High School.

Despite having always liked teaching, Corey decided to pursue a plumbing apprenticeship after finishing school in 2020.

“I fell into the mindset of not wanting to study after I left school. I just wanted to get a job and start earning money. I did a gateway programme and got offered a job out of school but after probably six months I found that I was not enjoying it too much anymore, so I left.”

Corey says that he decided to visit Mangapapa School where his mother works as a teacher aide and observed a teacher teaching for a couple of hours. He had been told by his mother and a Careers Advisor at school that he would make a good teacher, so he decided to give it a go.

He got a job as a teacher aide where he worked until the end of 2021, before enrolling at EIT in 2022.

However, his tenure at EIT was not straightforward as he initially only completed semester one before taking a dream job teaching softball for Softball NZ for six months. Corey has a long history with softball, having represented New Zealand in the sport. This has seen him play overseas as well. He also travels to Hawke’s Bay each weekend to compete.

After working for six months in flood restoration after Cyclone Gabrielle, he rejoined the EIT Bachelor of Teaching (Primary) mid last year.

Part of the programme sees students doing practicums throughout the year with partnerships schools and a placement as well. In 2023 Corey did his placement and Practicum at Mangapapa School. In 2024 his placement and first practicum was at Makaraka School. His last practicum for this year is at Sonrise Christian School in Gisborne.

Corey has no doubt in recommending EIT as a place to study.

“What I enjoy about the programme is the school based learning aspect of it in comparison to other places. I’m pretty sure that’s something exclusive to EIT so I quite appreciate that.”

Currently in his second year, Corey is looking forward to becoming a teacher when he finishes his degree.

Emma McFadyen, EIT Tairāwhiti Site Coordinator and Lecturer, Primary Education, said: “Corey’s experience prior to entering the Bachelor of Teaching provides a diverse perspective to his studies. His insights enrich class discussion and the learning environment.”

“Corey’s commitment to becoming an effective educator serves as an inspiration to his peers and for future students thinking of enrolling in the programme.”

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Protecting and preserving EIT Hawke’s Bay’s outdoor learning sanctuary | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

3 hours ago

A recent Ōtātara Outdoor Learning Centre (ŌOLC) staff meeting on the EIT Hawke’s Bay Campus.

Protecting and preserving an EIT Hawke’s Bay campus outdoor learning sanctuary is important environmentally and culturally for the future, says EIT new kaitiaki (guardian) of the Ōtātara Outdoor Learning Centre (ŌOLC).

Gerard Henry, a tutor in EIT’s School of Primary Industries, takes up the role while maintaining his teaching duties in EIT’s environmental management and horticulture programmes.  Gerard will be supported by the wider Primary Industries team.   

The ŌOLC has been inspirational for students and staff across numerous EIT Schools as well as local schools and organisations, and Gerard believes it can play an even greater role in connecting the campus with nature.  “There are many opportunities for programmes to utilise this special space as part of their delivery, enriching the learning experience for ākonga”.

Initially the ŌOLC was established as the base for the Learning in Nature (LIN) education initiative, an innovative collaboration between EIT, Ngāti Pārau (the mana whenua hapū for Ōtātara), Te Papa Atawhai (the Department of Conservation), Hawke’s Bay Regional Council, and local environmental groups.  Financial support from the Air New Zealand Environment Trust helped get the OOLC underway. In 2021, EIT won the Benefiting Society Category of the prestigious Australasian Green Gown Awards for its ‘Ko au te taiao, ko te taiao ko au: I am nature, nature is me’ project.

Gerard Henry is the new kaitiaki (guardian) of the Ōtātara Outdoor Learning Centre (ŌOLC) on the EIT Hawke’s Bay Campus.

The ŌOLC has a steady stream of local school children and community groups utilising the facility.  The team recently hosted ākonga from seven Ōtatāra Kāhui kura where children participated in various outdoor activities and enjoyed helping to organise some planting “Part of my role is to liaise with different community groups so that they can enjoy what ŌOLC has to offer” says Gerard.

Students and staff from a wide range of EIT programmes are invested in the space and work collaboratively on various projects to improve and celebrate the spaces and the amazing resource we have.

Gerard says “it was at the first planting project at ŌOLC in 2018 with a Sustainability cohort that he understood the meaning the place will have for ākonga, kaimahi and visitors”.  EIT are privileged to be connected with “Ōtātara, one of the most outstanding Pa sites in New Zealand”.  Kaitiakitanga and Mātauranga Māori will be guiding principles in leading the development of ŌOLC into the future.

Paul Keats, the Assistant Head of School for Primary Industries, said the ŌOLC is a perfect fit with our School and as well as benefiting our teaching, it’s an asset for the community.

It is important for people to know that the ŌOLC is now fully functional after the cyclone for EIT and community use. For inquiries, contact the team at OtataraOutdoorLearningCentre@eit.ac.nz

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Supporting age-friendly communities and improving health access for rainbow people key areas of EIT lecturer’s research | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

2 hours ago

Jeffery Adams is a Postgraduate Health Science Lecturer at EIT Auckland.

Supporting age-friendly communities and improving health access for rainbow people are key parts of an EIT Auckland lecturer’s research.

Jeffery Adams, Postgraduate Health Science Lecturer at EIT Auckland, says that he has undertaken research and programme evaluation across a number of health areas and settings – including physical activity, alcohol, gambling, mental health and wellbeing, workforce issues, volunteering, and community development/community action.

A recent research project has been an evaluation of the Office for Seniors age-friendly fund. Jeffery is working with Stephen Neville from Te Pūkenga, who is the lead researcher.

“We are looking at this funding scheme that the Office for Seniors offers and trying to work out how effective it has been in helping councils and communities either develop an age friendly plan or to implement age friendly projects.”

“It’s a New Zealand-wide sample with more than sixty different projects that have been funded. We are trying to make a determination about the fund as a whole as to whether it’s achieving outcomes and contributing to communities to be more age friendly.”

Another project that Stephen and Jeffery are involved in is the validation of an age-friendly survey tool. This is a partnership between the researchers, the Office for Seniors, and the Napier City Council and in association with The Hague University of Applied Sciences. The tool has been successfully trialled by Napier City Council with the aim of rolling it out for use in other communities in New Zealand.

There are eight domains for determining an age-friendly city – community and health care, transportation, housing, social participation, outdoor spaces and buildings, respect and social inclusion, civic participation and employment, and communication and information. For the Napier study,  validation process involved receiving feedback from a consumer panel in Napier.

Jeffery says that while New Zealand has areas of age-friendliness, there’s a growing interest among some councils and communities to create more age-friendly environments.

He says that one difficulty for cities is striking a balance between meeting the needs of everybody, while also ensuring older people’s specific needs are met.

“An example is that many places have short time limits on their parking, but this can make it more difficult for older people to go out and shop and attend appointments.”

Another focus area for Jeffery is the health and wellbeing of rainbow people (an umbrella term used to describe people of diverse sexualities, genders, and variations of sex characteristics). This research has included studies focused on mental health, alcohol consumption, HIV and sexual health promotion, and Asian gay men. It has been funded by a number of agencies including the NZ AIDS Foundation, Ministry of Health and the Health Promotion Agency and is characterised by engagement with community organisations and employment of community members as research team members.   

Jeffery’s most recent project is examining data from the New Zealand Health Survey to ascertain the healthcare experiences and health behaviours of lesbian, gay and bisexual people. This work was funded by Massey University and is set to be published soon in New Zealand and Australian publications.

Last year Jeffery and Stephen Neville wrote an article entitled Rainbow health in Aotearoa New Zealand – finally getting the attention it deserves?  which was published in the Journal of Primary Health Care.

The authors wrote that the health of rainbow people had until now largely been ignored in government health policy.

“However this has changed with the release by Te Whatu Ora and Te Aka Whai Ora of Te Pae Tata: Interim New Zealand Health Plan, which details priority areas to improve health outcomes and equity for all New Zealanders.”

“Te Pae Tata promises a ‘new health system’ and improved health outcomes for rainbow people. Although this plan provides welcome recognition of inequity, it offers a limited, generalised view on how to improve health for rainbow people. More specific and detailed action plans on how equity might be achieved are required.”

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Challenging but rewarding Bachelor of Teaching (Primary) journey coming to an end for EIT student | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

3 hours ago

Lizzie Somerville has enjoyed studying for the Bachelor of Teaching (Primary) at EIT.

A challenging but rewarding Bachelor of Teaching (Primary) journey is coming to an end for an EIT student as she finishes up the final weeks of her degree.

Lizzie Somerville, 20, says that she has loved the degree, especially the placements with local schools, but there were also challenges like Covid-19, Cyclone Gabrielle and breaking a leg during rugby training that required her to have surgery.

Lizzie, who comes from a sheep and beef farm near the small coastal community of Pongoroa in the Tararua District, says that although she is pākehā, she grew up in a te ao Māori world. She says that this saw her spend a lot of time at the local marae, Te Hika O Pāpauma.

Lizzie was earmarked for success when she completed her schooling at Solway College in Masterton. Not only did she receive a Year 13 Scholarship to attend EIT, but she also won a Prime Minister’s Vocational Excellence Award from the then Prime Minister Jacinda Ardern. This was a further scholarship that would help with her tertiary tuition.

She says that she had not always wanted to be a teacher.

“Originally I wanted to join the police service because I love helping people, but then in high school I worked with the juniors and did an environmental course and that led to me really wanting to  get into education. And I found that the EIT degree, because it’s so practical, was more appealing to me than going off to university.”

“But it has definitely been a challenge because there was a lot of things happening in our first year with COVID where we had to be off campus and study online. And then in our second year we had Cyclone Gabrielle, which saw us having to study in different places. I also broke my leg last year, which saw me having to get around on a knee scooter.”

“But it has been really rewarding. The lectures at EIT are small and close-knit. It’s a nice feeling being around everyone.”

The high point of the degree for Lizzie has been spending two days per week each year at an EIT partnership school and then going on two five week placements to a school.

In her first year she was placed at Frimley School in Hastings while her second year saw her at Ebbett Park School in Hastings and Arthur Miller School in Napier. This year her school was Reignier Catholic School in Napier, before doing her final placement at Ormond School in Gisborne, where her partner is from.

Lizzie says that she has no hesitation in recommending that people study the Bachelor of Teaching (Primary) at EIT.

“It’s not actually that big and scary. You feel so comfortable at EIT. And in regard to the teaching degree, it is so practical and it sets you up really well for wanting to get a teaching career because of how practical it is.”

“You also get a lot of support on campus and from the school you are at.”

Lizzie says that while she enjoys Hawke’s Bay, she is hoping to start her teaching career in the Gisborne region.

Associate Professor Emily Nelson, Programme Coordinator for EIT’s Bachelor of Teaching (Primary), said: “In addition to being a fully committed Candidate Teacher over the three years of her study, Lizzie has served as a Candidate Teacher Rep, taking on a leadership role for her cohort with the degree teaching team.”

“This leadership experience as well as the resilience she has gained from studying through adversity, and her calm and caring personality, makes me really excited for her future in the teaching profession.”

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Former model loving studying at EIT | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

3 mins ago

Shona Clarke, 24, is currently enrolled in the NZ Certificate of Study and Career Preparation (Hauora | Nursing/Health Pathway) (Level 4).

A former model, who moved to Hawke’s Bay from South Africa to be close to family, is loving studying at EIT.

Shona Clarke, 24, who appears in this year’s EIT brand campaign,  is currently enrolled in the NZ Certificate of Study and Career Preparation (Hauora | Nursing/Health Pathway) (Level 4), and hopes to study for the Bachelor of Nursing next year.

Having arrived in Hawke’s Bay from Durban at the beginning of the year, Shona decided to follow her brother, Austin, to  EIT’s Hawke’s Bay campus. Austin is currently pursuing the Bachelor of Business (Accounting). Having always had an interest in health and science, Shona enrolled in the NZ Health and Wellbeing (Level 3) programme, which she completed in June.

She says that she found the programme “amazing”, especially placements at Graceland Rest home in Hastings and at Kōwhai Specialist School.

“I absolutely loved it. I got to work at Graceland, which was phenomenal, but I found the love that I had for children when I did my five-week placement at Kōwhai.”

“And then I started meeting people in the industry, and that’s how I got involved in the holiday programme at the Havelock North High School Special Needs Unit. I think I’d go into that field for sure if I wasn’t so set on the fact that I wanted to be a nurse.”

It has been a long and varied journey for Shona who went to school in Durban, South Africa.

“I actually came out of school and went straight into working. And six years later, I’ve decided that I’m going to study something.”

“After school I did modelling full-time and I worked with Suncoast Casino for four years, part of their marketing team. I also modelled in Dubai for a year.”

Some of her modelling work included brand work for Bonds, a photo shoot for Dubai Tourism and a shoot imitating Margot Robbie before the release of the Barbie movie.

Studying at EIT is a far cry from an international modelling career, but Shona says it was a simple choice for her.

“It was my career until my family moved here. And then I thought: ‘I’m going to move over with my family because I’m family oriented. I just want to be with them’. And then when I moved over, I said, I’m going to change my career path.

She says that it was an easy decision to study at EIT

And now in the Study and Career Preparation (Hauora | Nursing/Health Pathway) (Level 4) programme, Shona is glad that she made the choice.

“ I’m absolutely loving it, because of all the science-based parts of it.”

“That is what I think I will enjoy most about nursing, is learning about the human body, learning about how everything works, how to treat everything. It’s very interesting. I’m thoroughly enjoying it, and getting really good marks.”

Shona says returning to study after having worked full-time for so long took some adjustment.

“I think I fitted in quite easily with the people, but the going from working full-time, having independence, and having my own life, to going back to full-time studying, working part-time, not being fully independent, that’s a big change for me.”

For now Shona is focused on finishing the programme and hopefully starting the Bachelor of Nursing, which she will apply for later this year.

She is hoping to have a long career in nursing and is interested in paediatrics, surgical or even oncology, because she has had family members who have had cancer.

As for EIT, Shona has no hesitation in recommending it as a place to study.

“I know I’m an international student, but the support that I have felt from EIT has been amazing. And I felt so included in everything that I’ve been a part of so far, from the photoshoot for the billboards to meeting new people.”

Les Blair, EIT Health and Wellbeing Team Leader and Verena Lyons, EIT Health and Wellbeing Team Member, say that “Shona has been an enthusiastic, bubbly student who formed positive relationships with everybody.”

“She made the most of every opportunity offered to her and we wish her well in her study journey.”