This webinar is a unique collaboration between agencies that promote New Zealand and Australian international education – Education New Zealand and Austrade. Kadi Taylor also throws into the mix the perspective of an education provider that straddles both sides of the Tasman, Navitas.
The presenters bring together disparate data sets from both destinations to illuminate the lead indicator data trends, compare these trends and provide qualitative context to how these played out in these major international education destinations.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Poli...EduSkills OECD
presented by OECD Secretary-General Angel Gurría, London, 6 December 2016. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
National Skills Strategy Slovenia - Launch of the Diagnostic ReportEduSkills OECD
Building the right skills can help countries improve economic prosperity and social cohesion, by contributing to social outcomes such as health, civil and social engagement, by supporting improvement in productivity and growth and by supporting high levels of employment in good quality jobs.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Poli...EduSkills OECD
presented by OECD Secretary-General Angel Gurría, London, 6 December 2016. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
National Skills Strategy Slovenia - Launch of the Diagnostic ReportEduSkills OECD
Building the right skills can help countries improve economic prosperity and social cohesion, by contributing to social outcomes such as health, civil and social engagement, by supporting improvement in productivity and growth and by supporting high levels of employment in good quality jobs.
Strengthening governance in the collection and use of information on skills n...EduSkills OECD
PowerPoint by Mr. Stefano Scarpetta, OECD Director for Employment, Labour and Social Affairs Skills Summit 2018, Porto
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Skills are the foundation upon which the Netherlands must continue to build its growth and prosperity. Following an extended slowdown in the wake of the global economic crisis, the Netherlands has returned to growth. Employment and labour market participation are both strong, and the Netherlands continues to enjoy a good quality of life with a comparatively wealthy society and comparatively low income inequality. Despite this success, the Netherlands cannot afford to be complacent. Ensuring that the Netherlands continues to be a prosperous and inclusive society in the future will mean ensuring that the Netherlands has a highly skilled population that engages in continuous skills development in adulthood, and finds ways to put those skills to effective use in the economy and society.
Skills Outlook 2015: Youth, Skills and EmployabilityEduSkills OECD
(Andreas Schleicher, Director for the OECD Directorate for Education and Skills) Young people around the world are struggling to enter the labour market. In some OECD countries, one in four 16-29 year-olds is neither employed nor in education or training. The OECD Skills Outlook 2015 shows how improving the employability of youth requires a comprehensive approach. While education, social, and labour market policies have key roles to play, co-ordination between public policies and the private sector is also crucial. The publication, which builds on the results of the 2012 Survey of Adult Skills presented in the first edition of the Skills Outlook, also presents examples of successful policies in selected countries.
Building an Effective Skills Strategy for Portugal: Moving from Diagnosis to ...EduSkills OECD
This OECD presentation first outlines the major trends impacting the demand for skills globally and the key skills challenges facing Portugal including the low qualifications of the adult population. It then presents the goals and priority areas of the Action Phase of the project “Building a National Skills Strategy for Portugal” and the objectives and structure of the Skills Action workshop held in Lisbon on 4 May 2017 with about 100 stakeholders from a wide range of sectors.
Why Skills Matter - Further Results from the Survey of Adult Skills EduSkills OECD
In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments. This volume reports results from the 24 countries and regions that participated in the rst round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey). It describes adults’ proficiency in the three information-processing skills assessed, and examines how skills proficiency is related to labour market and social outcomes.
Presentation For the Science for Impact- Building The Critical Mass. Workshop Facilitated by CTA and Jointly Organized by UNRE, NARI and USP School of Agriculture and Food Technology, Samoa
Theme 4. Communication, Consultation and Cooperation.
Tessa Temata from NZAID spoke on behalf of both New Zealand and Australia as development partners. She talked of the business orientation of New Zealand farmers and the reliance on research to which the universities are well attuned. In the Pacific there are clear needs for increased investment in tertiary education to meet the challenges. Public-Private Partnerships can help to ensure that real needs` are being addressed by the universities. She itemized what the development partners need from us to make their programmes effective, what the current programmes are and what is on the horizon.
I was delighted to be asked by the Westminster Higher Education Forum policy conference to speak about Entrepreneurship on campus and to provide case studies showing how Founders4Schools and Workfinder use AI and ML to embed enterprise in the curriculum, supporting the learning and development of educators, student start-ups, and increasing diversity.
AIEA 2011 Presentation: International Education in AustraliaAEINorthAmerica
The success of the last 25 years of active international engagement by Australian education institutions has brought international education to the forefront of the thinking not only of the institutions, but also governments, media and the Australian community generally. This presentation focuses on the educational, public policy and community aspects of Australian international education.
Tim Renowden | International education: secure the future nowCampusReview
Tim Renowden is head of market intelligence for Hobsons APAC. His team produces insights and analysis based on data and industry knowledge collected by Hobsons over more than 15 years in the Australian international education sector.
Emerging Opportunities for International Student Recruitment. A joint presentation by representatives of The College Board, International Education Advantage (Intead) and James Madison University. Discuss trends and practical execution of international student recruitment.
Aiea 2015 Emerging Opportunities for International Student Recruitment Michael Waxman-Lenz
Emerging Opportunities for International Student Recruitment. A joint presentation by representatives of The College Board, International Education Advantage (Intead) and James Madison University. Discuss trends and practical execution of international student recruitment.
International Higher Education in Facts and Figures 2016Cléo Fatoorehchi
This new report, published by the UK HE International Unit and Universities UK, is a handy booklet with key stats on international students and higher education.
.id's senior economist, Rob Hall, looks at the four forces shaping the future economy of hte Southern Downs region, the key drivers of the local economy currently, and the influences of the changing demographic profile on the region.
Student Recruitment: What's the role of career prospects?Guus Goorts
When considering which programme to pursue, do prospective students consider "career" as a factor? We had an interesting webinar with two panelists:
Ian Pierson - Unibuddy
Ian shares to which extent prospective students ask student ambassadors about careers, as well as examples about particular questions they ask. He can know: the Unibuddy platform saw 3 million messages being exchanged between prospective students and University student ambassadors.
Louise Nicol - Asia Careers Group
Knowing what students ask is one thing. How to answer? Louise Nicol shares how to reliably track graduate employability over time, internationally.
I chip in about how you could put this knowledge into action in your student recruitment efforts.
Strengthening governance in the collection and use of information on skills n...EduSkills OECD
PowerPoint by Mr. Stefano Scarpetta, OECD Director for Employment, Labour and Social Affairs Skills Summit 2018, Porto
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Skills are the foundation upon which the Netherlands must continue to build its growth and prosperity. Following an extended slowdown in the wake of the global economic crisis, the Netherlands has returned to growth. Employment and labour market participation are both strong, and the Netherlands continues to enjoy a good quality of life with a comparatively wealthy society and comparatively low income inequality. Despite this success, the Netherlands cannot afford to be complacent. Ensuring that the Netherlands continues to be a prosperous and inclusive society in the future will mean ensuring that the Netherlands has a highly skilled population that engages in continuous skills development in adulthood, and finds ways to put those skills to effective use in the economy and society.
Skills Outlook 2015: Youth, Skills and EmployabilityEduSkills OECD
(Andreas Schleicher, Director for the OECD Directorate for Education and Skills) Young people around the world are struggling to enter the labour market. In some OECD countries, one in four 16-29 year-olds is neither employed nor in education or training. The OECD Skills Outlook 2015 shows how improving the employability of youth requires a comprehensive approach. While education, social, and labour market policies have key roles to play, co-ordination between public policies and the private sector is also crucial. The publication, which builds on the results of the 2012 Survey of Adult Skills presented in the first edition of the Skills Outlook, also presents examples of successful policies in selected countries.
Building an Effective Skills Strategy for Portugal: Moving from Diagnosis to ...EduSkills OECD
This OECD presentation first outlines the major trends impacting the demand for skills globally and the key skills challenges facing Portugal including the low qualifications of the adult population. It then presents the goals and priority areas of the Action Phase of the project “Building a National Skills Strategy for Portugal” and the objectives and structure of the Skills Action workshop held in Lisbon on 4 May 2017 with about 100 stakeholders from a wide range of sectors.
Why Skills Matter - Further Results from the Survey of Adult Skills EduSkills OECD
In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments. This volume reports results from the 24 countries and regions that participated in the rst round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey). It describes adults’ proficiency in the three information-processing skills assessed, and examines how skills proficiency is related to labour market and social outcomes.
Presentation For the Science for Impact- Building The Critical Mass. Workshop Facilitated by CTA and Jointly Organized by UNRE, NARI and USP School of Agriculture and Food Technology, Samoa
Theme 4. Communication, Consultation and Cooperation.
Tessa Temata from NZAID spoke on behalf of both New Zealand and Australia as development partners. She talked of the business orientation of New Zealand farmers and the reliance on research to which the universities are well attuned. In the Pacific there are clear needs for increased investment in tertiary education to meet the challenges. Public-Private Partnerships can help to ensure that real needs` are being addressed by the universities. She itemized what the development partners need from us to make their programmes effective, what the current programmes are and what is on the horizon.
I was delighted to be asked by the Westminster Higher Education Forum policy conference to speak about Entrepreneurship on campus and to provide case studies showing how Founders4Schools and Workfinder use AI and ML to embed enterprise in the curriculum, supporting the learning and development of educators, student start-ups, and increasing diversity.
AIEA 2011 Presentation: International Education in AustraliaAEINorthAmerica
The success of the last 25 years of active international engagement by Australian education institutions has brought international education to the forefront of the thinking not only of the institutions, but also governments, media and the Australian community generally. This presentation focuses on the educational, public policy and community aspects of Australian international education.
Tim Renowden | International education: secure the future nowCampusReview
Tim Renowden is head of market intelligence for Hobsons APAC. His team produces insights and analysis based on data and industry knowledge collected by Hobsons over more than 15 years in the Australian international education sector.
Emerging Opportunities for International Student Recruitment. A joint presentation by representatives of The College Board, International Education Advantage (Intead) and James Madison University. Discuss trends and practical execution of international student recruitment.
Aiea 2015 Emerging Opportunities for International Student Recruitment Michael Waxman-Lenz
Emerging Opportunities for International Student Recruitment. A joint presentation by representatives of The College Board, International Education Advantage (Intead) and James Madison University. Discuss trends and practical execution of international student recruitment.
International Higher Education in Facts and Figures 2016Cléo Fatoorehchi
This new report, published by the UK HE International Unit and Universities UK, is a handy booklet with key stats on international students and higher education.
.id's senior economist, Rob Hall, looks at the four forces shaping the future economy of hte Southern Downs region, the key drivers of the local economy currently, and the influences of the changing demographic profile on the region.
Student Recruitment: What's the role of career prospects?Guus Goorts
When considering which programme to pursue, do prospective students consider "career" as a factor? We had an interesting webinar with two panelists:
Ian Pierson - Unibuddy
Ian shares to which extent prospective students ask student ambassadors about careers, as well as examples about particular questions they ask. He can know: the Unibuddy platform saw 3 million messages being exchanged between prospective students and University student ambassadors.
Louise Nicol - Asia Careers Group
Knowing what students ask is one thing. How to answer? Louise Nicol shares how to reliably track graduate employability over time, internationally.
I chip in about how you could put this knowledge into action in your student recruitment efforts.
Introduction to Strategic Doing in AustraliaEd Morrison
This presentation, by Pam Wardner of the Univeristy of the Sunshine Coast, introduces Strategic Doing to economic developers in Australia.
The University is introducing Strategic Doing to the Sunshine Coast region in a Futures conference in November 2015.
Green Gown Awards UK & Ireland Winners' BrochureHelenExton
Green Gown Awards UK & Ireland, in association with UKRI, Winners' Brochure. Awarding sustainability excellence in the university, college, and 16+ educational sectors since 2004.
Green Gown Awards UK & Ireland 2020 - Finalists' BrochureHelenExton
Green Gown Awards UK & Ireland 2020 Finalists' Brochure, in association with UKRI. Containing short project snippets from our 74 Finalists on all their remarkable sustainability achievements, as well as their top 3 project learnings, the Finalists’ Brochure is interactive with “VIEW MORE” links to the Finalists’ Sustainability Exchange pages. Here you can find additional materials such as project videos, infographics etc. An inspirational read you won't be able to put down.
How can labour market data influence an Hourglass?Jamie Mackay
Presented at the Sheffield Hallam University Learning & Teaching Conference 2016 on 23 June, this presentation looks at how labour market information can be used to inform strategy and communicate to people about how they can find a successful, sustainable career.
VIT Australia is a Higher Education provider and approved for Streamlined Visa Processing (SVP) through our Bachelor of Information Technology and Systems (BITS) course. We are also a Registered Training Organisation (RTO) and a Microsoft Certified Partner since 2000
Similar to ANZAC perspectives: Strategies, leading indicators and busting international education myths in Australia and New Zealand (20)
Development of a multidisciplinary assignment - a first year engineering pilo...LearningandTeaching
Multidisciplinary teaching is a contemporary education strategy implemented by various tertiary institutions to stimulate students’ critical thinking, develop inter-disciplinary understanding, and enhance students’ problem solving skills. In this presentation, Dr Saad Odeh and Dr Muhammad Qureshi summarise the steps taken, as well as findings from a pilot study that investigated the development and implementation of a combined assignment from two first year units in the Engineering curriculum: “Foundation Mathematics” and “Introduction to Programming”.
The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.
Wondering where you belong on the spectrum between a technophobe and technophile? Curious as to how this affects your teaching? More tech-savvy generations of learners are entering our classrooms bringing not only their rich cultural contexts, but also new preferences of learning and engaging both with each other, and their educators. However, incorporating ed-tech strategies effectively into teaching can seem daunting to many educators.
Our experience shows that the development of digital capabilities in educators is highly dependent upon empowering, developing and enhancing the educators’ mindset. This presentation presents theoretical considerations for developing an educator’s digital capabilities and reviews examples of ed-tech professional development models to support and empower educators to successfully implement technology-enhanced teaching practices.
Do you ever feel out of your depth or overwhelmed with trying to manage students who come to you emotionally distressed? Does this affect your own stress levels?
Whether you are a teacher or support staff, it is essential for your own health and well-being and the well-being of your students that you feel resourced with strategies to manage these situations effectively.
In this presentation, Jane Daisley-Snow will help you recognize the signs of mental health issues; respond appropriately with ‘mental health first aid’; and refer students on to receive the professional support they need.
Raise your voice: Creating community for international studentsLearningandTeaching
Singing together is powerful. It helps us express our emotions, teaches us to harmonise our differences, and makes us feel part of a community. It also provides an opportunity for language learners to improve pronunciation, fluency, vocabulary and confidence in speaking. For international students living in Australia, a choir can become a family, and a home away from home. It’s a safe place to make friends, improve English, and explore a range of feelings.
In 2018, the first annual Raise Your Voice choir festival for international students was held in Brisbane. In these slides, Vicki Bos and Donna Cook share some of the goals, benefits and outcomes of the 2018 festival, and let you know all about the upcoming 2019 festival. Tune in to the recording if you’re interested in singing with your students, setting up a choir at your language school, or getting involved in the 2019 festival (and beyond).
Providing effective feedback for students can be a time-consuming and often frustrating experience for both student and teacher. In an attempt to identify a method for providing feedback that is both engaging for students and time-efficient for staff, a study comparing audio with written feedback was carried out at Curtin College.
Analysis of students' results indicates that while different types of feedback did not result in any significant difference in grades, the evidence from the study's survey indicates an overwhelmingly positive response by most staff and students to audio feedback.
In these slides, Gemma Clarke shares the results of her study and highlights some of the advantages and disadvantages of using audio feedback with a particular focus on Audacity.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
Assessment can have a profound influence on student learning. Some students only seek to engage with that which is to be assessed. In other cases, assessment approaches can inhibit learning by assessing inappropriate things. Authentic assessments provide the means for teachers to influence learning in all the right ways and provide learning experiences that connect students with practical applications of the course materials. These type of assessments also involve active learning where students are motivated to make decisions and judgments and to learn by doing.
In these slides, Ron Oliver discusses how teachers can design and use authentic assessments in their classroom settings. He demonstrates various forms of authentic assessment that can be applied to develop and assess differing levels of learning outcomes.
Lead indicators for international education: What are the latest trends telli...LearningandTeaching
In these slides, Kadi Taylor and Darragh Murray take you through a snapshot of what the latest international education lead indicators are currently showing for the Australian international education sector, including analysis of offshore student visa grants and international student commencements.They examine sector and market trends, highlight emerging differences and give views around what these trends may mean for the medium-term outlook for international education in Australia. Throughout the webinar they provide data-driven answers to questions such as:How are offshore international student visa grants performing in the first half of FY19?How are our major source markets are performing and where might there be growth?What are the implications for any shifting trends in Australian international education?There will be an opportunity to ask questions and engage with the data.
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ANZAC perspectives: Strategies, leading indicators and busting international education myths in Australia and New Zealand
1. Greg Scott – Education New Zealand
Rebecca Hall – Austrade
Kadi Taylor – Navitas
ANZAC
perspectives
Strategies, leading
indicators and busting
international education
myths in Australia and New
Zealand
3. Purpose of this session
Lag indicators Lead indicators
UNESCO tertiary mobile student data
Enrolments, commencements
Satisfaction reports
Visa grants
Student search behaviour
Provider inquiries/applications
5. New Zealand’s strategy and focus
New Zealand’s Strategy is celebrating it’s first birthday and education reform is underway
6. Australia has a plethora of strategies to guide international education
Shared focus on marketing and promotion, student
experience (employability), advocacy and industry
alignment
7. Global market for international ed is shifting
“We are in a new period of profound instability in international higher education”
Year on year % change in student visas issued by study destination*
Data based on Australia – total, NZ – full-fee paying, UK - offshore, non-EU only, Canada – total, US – HE only
Sources: Australia Dept of Home Affairs, Canada CIC, NZ Department of Labour (Immigration), UK Home Office, US Institute of International Education. Open Doors Report.
* USA visa data not shown as it is not comparable to previous years due to changes in visa policy and processes; alternatively Open Doors new enrolments data is shown
8. Aussie and Kiwi share of global student flows
There are 4.8 million international students and we collectively attract 8% of them
Australia
6.6% market share
3rd destination (maybe 2nd – data lag)
International students account for 1 in
50 people in Australia
New Zealand
1.1% market share
23rd destination
International students account for 1 in
40 people in New Zealand
9. What are the lead indicators telling us?
Changing market conditions, onshore policy and visa settings have all impacted student flows
-
20,000
40,000
60,000
80,000
100,000
120,000
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
Offshore primary visa grants
Higher Education ELICOS Schools VET
0
2000
4000
6000
8000
10000
12000
2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
First-Time Student Visas (FSV)
Universities ELICOS VET Schools
10. What is the make-up of our student cohorts?
The top 5 markets account for 59% and 66% of students in Australia and New Zealand respectively
This is what our student enrolments would look like if our cohorts were represented as 100 students
| China | India | Nepal | Japan | South Korea | Brazil | Malaysia | Thailand |
11. Kiwi First-time Student Visa trends by market
The best lead indicator we have at the moment is visas granted. Both New Zealand and
Australia are seeing a flattening in grants and conversion
0
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
India China USA Japan Brazil Korea Germany Thailand Philippines Viet Nam
Top 10 Markets for FSV, all sectors
2016-17 2017-18 2018-19
12. [CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE]-
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
China India Nepal Brazil Colombia Vietnam Korea, South Malaysia Philippines USA
Top ten markets for primary visa grants by client location (July 2018 - May 2019)
Onshore Offshore
Aussie Offshore Visa grants by market
Australia’s offshore visa grants growth is buoyed by continued growth from India and Nepal, but
when overlaid with onshore visa growth there are more onshore pathways than ever in Australia
13. [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
- 5,000 10,000 15,000 20,000 25,000 30,000
Other
Sydney
Melbourne
Brisbane
Perth
Adelaide
Gold Coast
ACT
Hobart
Newcastle and Lake Macquarie
Sunshine Coast
Top 10 regions by enrolments, with growth / decline on 2017
2018 2017
Regional lens – Australia
Australia has more than 30 regional study destinations and we are focused on ensuring
more students experience all that Australia has to offer
Regional PSWR
extension for
bachelor students
#gobeyond 2.0
digital campaign
in development
14. Regional lens – Australia
Australia has more than 30 regional study destinations and we are focused on ensuring
more students experience all that Australia has to offer
Regional PSWR
extension for
bachelor students
#gobeyond 2.0
digital campaign
in development
- 50,000 100,000 150,000 200,000 250,000 300,000 350,000
Other
Sydney
Melbourne
Brisbane
Perth
Adelaide
Gold Coast
ACT
Hobart
Newcastle and Lake Macquarie
Sunshine Coast
Top 10 regions by enrolments in 2018, with sector split
ELICOS Higher Education Non-award Schools VET
15. Regional lens – New Zealand
AKL remains dominant but growth and more capacity in regions
0 10000 20000 30000 40000 50000 60000 70000 80000
Uni PTE ITP Schools ELS
Wellington
Waikato
Otago
Rest of SI
Rest of NI
Canterbury
Bay of Plenty
Auckland
16. Regional lens – New Zealand
Regional
Partnership
Programme
PSWR
extension
outside
AKL
AKL remains dominant but growth and more capacity in regions
-15%
+4%
+19%
+37%
-16%
+3%
-8%
-10%
- 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000
Bay of Plenty
Canterbury
Rest of NI
Rest of SI
Otago
Waikato
Wellington
Auckland
2018 2017
17. Different trends in Kiwi and Aussie postgrad space
Two different stories in the postgraduate market – significant growth in masters by course
work in Australia and continued growth in doctoral programs for New Zealand
18. Difficult to compare the pair – trends in Kiwi and Aussie VET
In vocational education and training, its hard to compare the sectors – with different scale,
providers and market conditions
0
50,000
100,000
150,000
200,000
250,000
2016 2017 2018
VET annual enrolments, by level of study
Advance Diploma & Associate Degree
Diploma
Certificate 4
Certificate 1-3
-
5,000
10,000
15,000
20,000
25,000
30,000
2016 2017 2018
ITP/PTE enrolments, by level of study
Certificates 1-3 Certificates 4 Certs/Dips 5-7
19. -
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
485 Temporary graduate visa (FTYD May)
Graduate Work Post-Study Work
Post study work right trends
A key pull factor for international students is the availability of post study work rights. In both Australia and
New Zealand policy has been adapted to respond to market needs and based on new global study are
leading the world
Global Practice in Employability and Work Rights www.ieaa.org.au/research/reports
20. Kiwi digital lead indictors
ENZ has invested in a digital attraction engine to better match
supply and demand
21. Aussie digital lead indictors
Australia's digital platforms are being refreshed and there is an opportunity to improve – and learn from
our counterparts in New Zealand
Study in Australia 2018-19 Audience Overview
Countries Demographics
Search terms
27. Organising framework – IDP ‘Running People’ +
Plus +
Tyranny of
distance
Vibe of the
place
Government
policy
approach
2018
28. Affordability
Auckland perceived as
expensive, but elsewhere
affordable
Fees have been reasonable,
but perception
Major cities: expensive, but
regional locations affordable
Fees seen as
29. Quality of education
Quality providers, but few of them
Quality student experience
Single school qualification –
globally marketable
Six universities globally ranked
Diverse offerings in many
different locations
30. Safety
Stable, welcoming Western
democracy
Some concerns after
Christchurch shooting and
residual from earthquakes
Stable, welcoming Western
democracy
Some concerns around mental
health & personal safety
31. Graduate employment opportunities
Favourable post study work
rights (HE focussed)
Perception – few opportunities
Favourable post study work
rights (HE focussed)
Additional incentives for
regional study
32. Visa requirements
Negative impact on the perception
of NZ due to delays in visa
turnaround times
Negative impact in market of Rule
18 changes made by NZQA
Lack of transparency around Genuine
Temporary Entrant (GTE) in visa
rejections
Issues with onshore market – transfers
and potentially the interplay between
tourists and students in a key market
33. Tyranny of distance
Not the
ANZACs
Perception that New Zealand
is very far from home
Improving air routes will be
important
Australia slightly closer to key
markets, but still perceived as
being a long way away
34. Vibe of the place (order changes if we include weather)
Canucks +
ANZACs
Welcoming, relaxed, nature and
outdoor experiences
Prime Minister Jacinda Ardern –
popular and a role model
Perception of being a bit small
Welcoming, more than one ‘global
city’
Great weather
Easy going people
35. Government policy approach
Aussies
Canucks
Perceived lack of consultation and
coordination
Perceived (and real) bias against
private education
Clear strategy set out
Room for improvement, but consults on
major changes
Viewed as important to economic growth
Strategy & Council on International Ed
41. New Zealand classes are full of Chinese students
-
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
Uni Schools VET EL
Top 5 markets overall by sector
China India Japan Korea Brazil Rest
42. NZ is too small – there are no big opportunities
43. NZ is too small – there are no big opportunities
44. Thank you
For further information please contact
Kadi Taylor – kadi.taylor@navitas.com
Editor's Notes
Rebecca
Its not to go head to head to try and even the score from last months netball. Its not to gloat about how any team and or country is doing it better than the other. Think of this as a joint strategy and reflection session – what's working, what's not, what can we learn from each other. And how do we create a team that competes on the world stage to grow strong and sustainable international education experiences in Australia and New Zealand.
Our aspiration today is to deliver a joined up session that doesn’t involve a static presentation from a country perspective – one following the other.
We have leveraged an Australian Government project building on UNESCO data, to match tertiary student mobility data flows to interrogate and align data and to offer you a shared ANZAC perspective. Yet this data is 2 years out of date, as we will show you – there are other more up to date datasets we can draw on.
We are working to improve data interoperability and this presentation is our first.
We are also keen to dispel some myths, particularly in this environment of headlines becoming issues and the way we consume digital media. I know some of you are wondering why this is here- well it’s the first image that comes up on google search in Australia. I had to scroll down 3 stories to get the real one.
To do this we will draw on range of data sets ( visa grants, commencements, post study work rights and search behaviour) as directly comparable data for each country. Ultimately, in order for us to respond more quickly in times of change, we are keen to co-create leading indicators for the sector.
We can also add much rich insight to the data through better gathering intelligence from the field. And be warned, there is a fair bit of data but we are also trying to show this to you in new ways.
A leading indicator is a predictive measurement, for example; the percentage of people wearing hard hats on a building site is a leading safety indicator. A lagging indicator is an output measurement, for example; the number of accidents on a building site is a lagging safety indicator. The difference between the two is a leading indicator can influence change and a lagging indicator can only record what has happened.
Greg – purpose 2
We are also keen to dispel some myths, particularly in this environment of headlines becoming issues and the way we consume digital media. I know some of you are wondering why this is here- well it’s the first image that comes up on google search in Australia. I had to scroll down 3 stories to get the real one. (Rebecca clarify please)
There is animation on this slide so remember to press down again to get the “Busting the myths” picture
Greg
So lets start with strategy. This conference is the first birthday of our International Education Strategy. This has a 12 year horizon through to 2030 but some shorter (1-5 years) and some longer (5-10 year) term priorities and deliverables. It reflects a broader government view of international education with a focus on delivering a broader definition of value to all New Zealanders.
Three strands of “Quality Education experience”, Sustainable Growth” and Global Citizenship require new partnerships, new products and new approaches to markets, as well as a focus on internationalisation.
New Zealand’s priorities for economic development in our regions and attracting/retaining talent in areas of future skills requirements are a focus of a range of government strategies.
Meanwhile, government has commenced the most ambitious education reform agenda in a generation (diagram above). Many of these will impact international education and our place in the world, directly or indirectly.
Rebecca
Contrasting Australia’s strategy environment – it’s a busy space.
Australia’s first national international education strategy was said to be in 2015 - and that’s right but cities and states have been strategizing on international education for almost 20 years.
It’s a function of the Australian system and our federation- there are benefits and issues. Right now we are focused on how we make the most this investment.
Alignment is key and Australia’s efforts under a nation brand will help us do this
Our main strategies have a lifecycle up to 2025 and mid cycle evaluation will probably take place in 2019-2020
There are other policies that impact international education –such as migration under the recent population strategy
Reducing the migration cap by 15% and incentivising more new migrants to settle outside the big cities where there are jobs and services
Reducing the migration ceiling from 190,000 to 160,000 places.
Introducing two new regional visas for skilled workers requiring them to live and work in regional Australia for three years before being able to access permanent residence. 23,000 places will be set aside for these regional visas.
Introducing new tertiary scholarships to attract Australian and international students to study in regional Australia ($15,000 scholarships will be available to more than 1000 domestic and international students each year).
Giving international students studying at regional universities access to an additional year in Australia on a post-study work visa.
A range of other impacting policies – where education is not the lead area but we are impacted.
I’ll talk more about this later when we come to some of the regional data.
The sudden rise in nationalism and populism in many countries has implications for higher education
https://www.insidehighered.com/blogs/world-view/dramatic-instability-international-higher-education
We would need to update this to 2018 figures if we want to use
Acknowledgements: IDP Australia and https://www.insidehighered.com/blogs/world-view/dramatic-instability-international-higher-education
Hans de Wit, https://www.insidehighered.com/blogs/world-view/dramatic-instability-international-higher-education
Rebecca
As mentioned it was the EGI student flows project, building on UNESCO data that started this conversation. We realised how out of the date the data is and the fact that data can be hard to compare.
We know that there are conversations underway in both our countries to focus more on value over volume and not be in a race for market share.
We also know given the size of our countries and economies the success of international education is astounding
Recent IEAA Broadening Our Horizons project promotes that 1 in 50 people in Australia are international students.
We did the same for NZ and its xx.
Means on a per capita basis we are really punching above our weight. It also means in both markets we have been looking at issues of
Yield
Regional dispersal
capacity and social license
UNESCO 2016, tertiary flows
The numbers of internationally mobile students are increasing and destinations diversifying. “Internationally mobile students” typically hold a non-resident visa status (sometimes called a student’s visa) to pursue a tertiary degree (or higher) in the destination country. These individuals are also called “degree-mobile students”, to emphasize the fact that they would be granted a foreign degree, and to distinguish them from “credit-mobile students” on short exchange or study-abroad trips.
In 2016, there were over 4.8 million international students, up from 2 million in 2000 (UNESCO, 2018). More than half of these were enrolled in educational programmes in six countries: The United States of America, the United Kingdom, Australia, France, Germany and the Russian Federation. Prominent sending countries of international students include China, India, Germany, South Korea, Nigeria, France, Saudi Arabia and several Central Asian countries (ibid.).
The volume of official development assistance flows for scholarships in 2016 stood at USD 1229 million (UNDESA, 2018). This data can be used to monitor SDG commitments on student mobility, by measuring money spent on global scholarships.
Studies of internationally mobile students tend to focus on the conditions (push and pull factors) that motivate students to study overseas; but policymakers are also interested in international students because they can become highly skilled immigrants in the future.
Greg / Rebecca
So lets now jump deeper into the data
Here we are looking at first time visa held ( in NZ ) offshore primary visa grant ( in Australian) to May 2019
NZ ELS - 39% were student visa holders, 48% on visitor visas and 12% on work visas
Independent ELICOS included – note other ELICOS students (Visitor, Working holiday visas)
For any Australian in the audience you will know that removing onshore visa holders takes out xx % of applicants
Schools sector, with high reliance on China is experiencing declines. Higher education continues to grow with main growth in masters by course work and for first time PG commencements overtaking UG.
ELICOS flat lined but we know other ELICOS students as tourists and WHM
and VET growth, but really only off the back of two markets – Nepal and India
Greg
Note: The top 5 markets account for 59 in AUS and 66 in NZ
CHECK – is this enrolments or commencements and what period?
Put simply if onshore international students in each country were represented as 100 enrolments
For Australia
29 students from China
11 from india
6 from Nepal
5 from Brazil
4 from Malaysia
3 from South Korea
And for New Zealand
32 from China
16 from India
8 from Japan
5 from South Korea
3 from Thailand
3 from Brazil
Greg
To May 2019
India
China
USA
Japan
Brazil
Korea
Germany
Thailand
Philippines
Vietnam
Rebecca
Mystique to add in new overlay with onshore visa numbers
Nepal once again the outlier for Australia and also significant growth from Philippines
Rebecca
Lets move to a regional lens now - as mentioned govt policy on population strategy, new campaigns, additional PSWR, focus on destination management and marketing
This is Enrolments
Rebecca
Lets move to a regional lens now - as mentioned govt policy on population strategy, new campaigns, additional PSWR, focus on destination management and marketing
This is Enrolments
Greg
Greg
Greg
Change the colours so they match up
Bachelor: Bachelor degree & Bachelor honours
Graduate Certificate, Graduate
Masters by Coursework
HDR: Masters Research, Masters Extended and Doctoral
Rebecca
Is this comparing apples and apples –
Can we see Australia split out by public and or private?
What % of Australian vet students are from 5 markets ?
Rebecca
Note the release of the ASQA strategic review of international VET
Greg – comment on VET environment and policy changes
Greg then Rebecca
Recent research released at IEAA and led by Brett Berquest shows that both Australia and NZ are at the forefront of work rights and employability initiatives
The data will be somewhat affected by the fact that we’ve moved from two PSWV types (open and then followed by employer assisted) to one – being the open. This will see the number of applications decrease as we’ve effectively removed an application category.
It’s also reflective of the volume in student visas. If they dip then a year or two later the PSWV numbers will also dip as the pipeline of graduates has decreased.
Greg
Rebecca
Languages:
Almost 80% of visitors have English as their browser default.
Spanish accounts for 5% with Chinese and Thai language each 2.5%.
Countries:
Half of the all the traffic comes from Australia (25%) and the next five countries (26%).
Demographics:
The majority of the audience (72%) is aged between 18-34.
Our audience is slightly more female than male.
Key terms:
“Scholarships” appear in over 130 of 3,500 different keyword search terms.
Greg / Rebecca
FILTERS: Showing 842,947 users
All Institutions, Date: Aug 01, 2018 - Jul 31, 2019, Destination country: New Zealand
FILTERS: Showing 2,848,811 users
All Institutions, Date: Aug 01, 2018 - Jul 31, 2019, Destination country: Australia
ABOUT THIS CHART: Showing where prospective students search from when doing course research. Use this graph to find new opportunities to promote
your institution for specific subjects.
SOURCE: Hotcourses International websites
Kadi
Thanks very much Greg and Rebecca, I’m sure the audience got a lot out of that tour de force across the various trends in both New Zealand and Australian international education data. I think I’m right in thinking that this is the first time we’ve attempted to compare like for like data from the two destinations and this is tricky – believe me – as a group we’ve had many discussions to iterate on how best to show what’s happening, but the more we can do the better.
My job today is to share some qualitive reflections with you all on the state of our respective destinations.
Kadi
There’s four things that qualify me to make these reflections on what happening either side of the Tasman in international education.
First, obviously being Australian I know all the important things we’ve invented or can lay claim to and have generously shared with our Kiwi brothers and sisters…
Kadi
Second, thanks to my sister marrying a young New Zealand lad, I now have Kiwi blood relations… thankfully the older one, Mila’s vowels are still sounding normal
Kadi
Third, and seriously, Navitas straddles the ditch with campuses and partnerships on either side of the Tasman.
In Australia we have 13 university partnerships that are focussed on international students as well as campuses of SAE Creative Media Institute and the Australian College of Applied Psychology that also deliver to international students, albeit in smaller numbers.
Here in Auckland, we have another campus of our SAE Creative Media Institute. And down on the South Island we have partnered with the University of Canterbury for [insert] years through UCIC to deliver pathways to the university, and more recently CCEL English language college has joined the Navitas group.
Finally, it is not just my personal reflections that I’ll be sharing today. Greg, Rebecca and I called for and received input from across all the Education New Zealand, Austrade and Navitas global network to feed into this part of the presentation. A number of the colleagues that contributed are here today, so thanks again for your time and insights.
Kadi
All told I received over 10 pages of views and perceptions in relation to a series of questions and we asked people to reflect on both New Zealand and Australia:
What is working well / what are the positive policy settings for the destination?
What is attractive about the destination?
What do agents / students / parents like about the destination?
What is detracting from the offer?
What don’t agents / students / parents like about the destination?
What myth would you bust about international education in that destination?
If you could give the government and / or international education providers one piece of advice what would it be?
As you can imagine it was a challenge to make sense of all that qualitive ‘data’. But as I dove into the feedback, it became clear to me that there was a familiar framework that I could use to organise most of the views people expressed – that being the IDP ‘Running People’ . All I had to do was just add a couple more and I’d have everything covered.
So for the next few slides, I’ll take you on a gallop through the collective wisdom on these qualitive data points:
Affordability
Quality of education
Safety
Graduate employment opportunities
Visa requirements
Tyranny of distance
Vibe of the place
Government policy approach
Kadi
Kadi
Kadi
Kadi
Kadi
Affordability
Kadi
Affordability
Kadi
Kadi
Kadi
Kadi
Kadi
As you can imagine it was a challenge to make sense of all that qualitive ‘data’.
Kadi
But, with thanks to a Department of Education and Training ‘Research Snapshot’ published in November 2018, we can officially bust this myth here today.
UniSA – 44% = 17%
UniMelb – 42% = 33%
ANU – 39% = 31%
UNSW – 36% = 26%
UTS – 36% = 30%
UniSyd – 35% = 35%
Monash – 35% 31%
REMEMEBER – there’s an animation on this slide so at the end – hit the Enter key to get “BUSTED” to fly up
Kadi
As you can imagine it was a challenge to make sense of all that qualitive ‘data’.
Kadi
But, with thanks to a Department of Education and Training ‘Research Snapshot’ published in November 2018, we can officially bust this myth here today.
UniSA – 44% = 17%
UniMelb – 42% = 33%
ANU – 39% = 31%
UNSW – 36% = 26%
UTS – 36% = 30%
UniSyd – 35% = 35%
Monash – 35% 31%
REMEMEBER – there’s an animation on this slide so at the end – hit the Enter key to get “BUSTED” to fly up
Kadi
As you can imagine it was a challenge to make sense of all that qualitive ‘data’.
Kadi
But, with thanks to a Department of Education and Training ‘Research Snapshot’ published in November 2018, we can officially bust this myth here today.
UniSA – 44% = 17%
UniMelb – 42% = 33%
ANU – 39% = 31%
UNSW – 36% = 26%
UTS – 36% = 30%
UniSyd – 35% = 35%
Monash – 35% 31%
REMEMEBER – there’s an animation on this slide so at the end – hit the Enter key to get “BUSTED” to fly up