International education: Challenges and opportunities · International education: Challenges and...
Transcript of International education: Challenges and opportunities · International education: Challenges and...
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International education:Challenges and opportunities
Hon. Phil HoneywoodChief Executive Officer, IEAA
IRU Senior Leaders Forum, July 2019
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Much to celebrate
• Headline figure 2018: $35.2 billion p.a.• Makes politicians take notice
• Reaching 700,000 international students• On track for projected 1 million by 2025?
• University rankings continue to support our teaching quality reputation
• Relative to other destinations:safe, welcoming, culturally diverse and clean environment
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Much to celebrate
• Strong legislative protections supporting international students
• Attractive work rights and post-study work rights (PSWR) opportunities
• Record Government and Institution expenditure on study abroad
• Enhanced research collaboration between China/India diaspora
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Increasing challenges
• Lack of market diversification
• Increased competition from traditional/non-traditional competitors
• Rising tensions with China and slowing Chinese economy
• Concerns re: quality of growth in some other key markets
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Increasing challenges
• Enrolment growth too concentrated on:• Small range of courses
• Small number of major cities, and
• Onshore, rather than offshored delivery (e.g. TNE)
• School sector not achieving its potential pipeline benefits
• Study abroad mostly accessed by wealthy families
• National security filters on PhD candidates offshore
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InternationalRecruitment
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The global contextAustralia’s positioning
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Other OECD countries26%
Non-OECDcountries30%
United States19%
Australia7%
United Kingdom9%
Approximately 5 million tertiarystudents studyabroad
Education at a Glance 2018 (OECD)
Australia is the
in the world.
third mostpopulareducationdestination Germany
5%
France5%
Australia’s global positioning
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Total enrolmentsYTD March 2019
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Source: Department of Education and Training (YTD March 2019)
NATIONALITY NSW VIC QLD SA WA TAS NT ACT TOTAL % GROWTH
China 73,288 66,699 23,303 11,270 6,036 3,772 264 8,330 192,962 5.5%
India 23,617 44,525 11,783 5,400 6,101 1,413 330 1,070 94,239 39%
Nepal 30,997 7,967 4,151 1,401 1,203 689 437 340 47,185 46%
Vietnam 7,535 9,441 1,989 1,525 1,097 405 118 299 22,409 3%
Brazil 11,193 2,511 6,842 402 1,208 158 36 47 22,397 4%
Malaysia 5,076 10,622 2,006 1,244 2,319 546 28 318 22,159 -5%
South Korea 8,522 3,231 4,394 744 740 200 27 283 18,141 -3%
Colombia 5,284 5,818 3,755 242 823 60 24 83 16,089 20.5%
Indonesia 7,772 5,338 829 240 827 111 98 255 15,470 9.5%
Thailand 8,706 4,315 1,572 142 395 52 22 90 15,294 -8%
Other 59,900 51,517 32,993 7,782 14,709 2,608 874 2,997 173,380 6%
TOTAL 241,890 211,984 93,617 30,392 35,458 10,014 2,258 14,112 639,725 11%
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NATIONALITY NSW VIC QLD SA WA TAS NT ACT TOTAL % GROWTH
China 21,878 19,474 7,880 3,411 1,806 1,194 74 2,000 57,717 1.5%
India 6,615 13,459 3,679 2,014 2,110 534 94 287 28,792 50%
Nepal 7,633 2,499 1,191 500 432 254 85 121 12,715 27.5%
Brazil 3,542 902 2,323 172 479 105 16 15 7,554 -5.5%
Vietnam 2,358 2,997 675 510 329 174 35 74 7,152 13%
Malaysia 1,305 3,075 499 363 734 117 5 82 6,180 -9.5%
Colombia 1,956 2,227 1,461 99 360 24 11 37 6,175 16.5%
South Korea 2,435 1,150 1,486 284 267 91 7 92 5,812 -3%
United States 2,215 711 1,303 103 271 39 5 39 4,686 -0.3%
Thailand 2,103 1,390 549 51 136 17 9 30 4,285 -6%
Other 19,492 17,933 10,812 2,677 5,344 781 269 968 58,276 8%
TOTAL 71,532 65,817 31,858 10,184 12,268 3,330 610 3,745 199,344 9.6%
Total commencementsYTD March 2019
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Source: Department of Education and Training (YTD March 2019)
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Sector by sectorChina vs other nationalities
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Source: Department of Education and Training (YTD enrolments, December 2018)
Higher education VET ELICOS Non-award SchoolsChina 152712 22341 47762 19419 13662Other nationalities 246,366 221,946 108,607 30445 13139
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
450,000
9%
30%
38%
38% 38%
51%
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The diversity challenge / opportunity
• Austrade promotes Africa, Home Affairs does not
• LATAM students want ELICOS and hospitality diplomas,but return home for higher education
• Koreans, Singaporeans now look to China
• Vietnamese look to Japan
• Will we become just another postgrad study destination?
• Are we maximising TNE opportunities?
• Do we ramp up offshore pipeline school partnerships?
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Policy andRegulation
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Regulation
• Recently introduced new National Code, ELICOS standards• Working on National Standards for Foundation Programs
• Peter Noonan AQF review looking at micro-credentials
• Peter Coaldrake Provider Category Review:• Potential for teaching only universities?
• Home Affairs working group on transferring academic progress risk
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Regulation
• DE transparency on agent visa approval performance and unique agent identifier
• DE initiative re: onshore visa refusals risk rating
• Still require stricter poaching regulations!
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Regional spotlightTop 10 regions for international students
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Source: Department of Education and Training (YTD December 2018)
1. Hobart (TAS)2. Darwin (NT)3. Cairns (QLD)4. Toowoomba (QLD)5. Townsville (QLD)6. Richmond - Tweed (NSW)7. New England and North West (NSW)8. Launceston and North East (TAS)9. Ballarat (VIC)10. Geelong (VIC)
Other locations
9,391 (35%)2,625 (10%)2,475 (10%)2,038 (8%)1,860 (7%)1,554 (6%)1,427 (5%)1,389 (5%)1,119 (4%)
323 (1%)2,458 (9%)
Top 10 regions for international enrolmentsJust over 3% of onshore international students chose to study at a regional institution in 2018.
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Growing the regions
• Rapid growth in capital cities has led to infrastructure constraints (i.e. Melbourne, Sydney)
• Greater push to encourage students into the regions
• National Council discussion paper: Growing international education in regional Australia
• Destination Australia population policy released in March 2019:
• Extends post-study work rights (PSW) from 2 to 3 years for regional students
• More than 1000 x AU$15,000 p.a. regional scholarships for domestic/international students
• Greater support for study clusters
• Retains points for state/regional sponsored migration
• More coordinated approach to marketing regional attributes.
International education in regional Australia
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Governance framework
• Established in 2016, in response to an external review of the sector (Chaney Report)
• The first of its type in the world, it comprises:
• 6 Federal Ministers
• 11 non-ministerial members – including the President of CISA
• Facilitates better coordination between various Government departmentsand encourages a collaborative response to important issues:
• Student visa system, teaching and learning standards, safe affordable accommodation, employability etc.
• Most State Governments now also have advisory councils.
National Council for International Education
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Governance framework
• The Council has responsibility for implementing Australia’s first National Strategy for International Education
• Structured around the three pillars:
• Strengthening the fundamentals
• Making transformative connections
• Competing globally
• Includes funding of AUD12 million over four years through its ‘Enabling Growth and Innovation (EGI)’ grants program.
National Strategy for International Education 2025
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Council prioritiesPriorities for 2019 (and beyond)
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• Delivering the best possible student experience
• A nationally coordinated approach to marketing and branding
• Building in-country engagement and activities
• Communicating the benefits of international education.
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Expert membersKey priorities for 2019
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• Engagement with regional Australia
• Addressing workplace exploitation
• Advancing engagement with Latin America
• New approaches to engagement with key existing partners (China, India)
• Increasing engagement with the schools, English language and vocational education and training sectors.
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Working groups
In August 2018, provided expert members with a number of proposals to better support international students in:
• Workplace exploitation
• Student accommodation
• Pre-departure information
• Employability
• Fostering linkages betweenint’l students & local communities.
• Developed a framework to better facilitate co-operation between states and territories and between providers offshore.
• This will now be taken forward through Austrade’s International Education Marketing Forum.
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Student services Marketing & collaboration
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Country specific working groups
• To focus on market opportunities to expand and diversify education engagement with China.
• Currently preparing final report for Expert Members outlining new opportunities for future engagement and collaboration.
• To consult with the Australian education sector on implementing the outcomes of the India Economic Strategy (IES).
• To identify additional opportunities to further strengthen Australia’s engagement with India in education, training and research.
• To develop strategies to progress opportunities and outcomes outlined above.
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China India
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StudentRetention
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The curriculum/employability challenge
• Business/commerce dominate, particularly for Chinese students
• Employers increasingly want graduates who can stimulate ideas and generate creative solutions
• Future work opportunities will increasingly be in start-ups, SMEs, self-generated enterprises and projects
• China now embracing next generation industries from entertainment and leisure, to healthcare and smart technologies
• Evolved from Level 1-type courses based around a core discipline, to Level 2 postgrad
• India, Nepal, Pakistan: migration pull factor
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Barriers to international student employability
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Australia’s post-study work rights Top 5 markets: PSWR visa grant holders
01
-
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
2013-14 2014-15 2015-16 2016-17 2017-18
India China Nepal Pakistan Vietnam
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Australia’s post-study work rights Growth in postgraduate enrolments following PSWR
0160.1% 55.8% 54.1% 52.9% 50.9% 48.8%
39.9% 44.2% 45.9%47.1%
49.1%51.2%
0
100,000
200,000
300,000
400,000
500,000
2013 2014 2015 2016 2017 2018
Undergraduate Postgraduate
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Comparison of international work rightsInternational student work rights in key markets
ATTRACTION RANKING
IN-STUDY WORK
POST-STUDY WORK(Years)
MINIMUM STUDY(Years)
BACHELOR MASTERS(Coursework)
PhD
1. New Zealand Yes 1–3 1 3 3 3
2. Canada Yes 3 2 3 3 3
3. Australia Yes 2–4 2 2 2 4
4. Germany Yes 1.5 n/a 1.5 1.5 1.5
5. United States Yes 1* 1 1 1 1
6. Netherlands Yes 1 1 1 1 1
7. Ireland Yes 0.5–2 2 0.5–1 2 2
8. Sweden Yes 0.5 1 0.5 0.5 0.5
9. United Kingdom Yes 0.3–1 1 0.3 0.3–0.5 1
* +2 years for STEM graduates
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Comprehensive student service delivery
• Correct information provided pre-departure
• Integration initiatives with domestic students
• Opportunities for offshore learning abroad
• Mental health, legal advice, counselling services
• Safe, affordable purpose-built student accommodation
• Industry and wider community engagement
• Research scholarship options
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#ieaaworldatwork
IDP student perceptions 2018There was little change in IDP student perceptions in 2018 reflecting the general landscape
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Thank you