Endeavour awards funding slashed

The Australian Government’s internationally competitive, merit-based scholarship program, the Endeavour awards, will have funding slashed by almost 5 per cent, which will result in 150 fewer scholarships given next year.

The Endeavour Awards  provides opportunities for citizens of the Asia Pacific, the Middle East, Europe and the Americas to undertake study, research and professional development in Australia. The program also enables Australians to undertake study, research and professional development abroad. However the budget measure, which will save $10 million over four years, comes in the face of a government advisory council report recommended increased scholarships in the spirit of the Colombo Plan to improve Australia’s image abroad. Responding to concerns raised ab out the cuts, the Australian government has said it will look to exempt Asia from the cuts to the scholarship program. In 2011 there were 977 Endeavour awards to and frm Europe and the Americas and 1242 from Asia.

A spokes person for the Department of Industry, Innovation, Science, Research and Tertiary Education was quoted as saying “We will try to preserve scholarships to and from Asia — during the Asian century, the focus on Asia should be maintained,”. However, he keen to point out that are no quotas for any country as the Endeavour awards are competitive and based on merit.

There have been no funding cuts to the AusAID development scholarships which, together with the Endeavour awards, were relaunched as the Australia Awards in 2011.

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Pakistan overseas student numbers rise

To the surprise of many Pakistan has rocketed to the top spot of the growth market in the international education industry, despite revenue from its India, its neighbour, falling just under $1 billion in a single year in what has been a struggling market.

Recently released Australian Bureau of Statistics (ABS) figures have shown that the international education market, which is Australia’s fourth-biggest export industry, is now looking to new markets in order to counter a $2.2bn loss of revenue in 2011.

Some have argued that some new students continue to be attracted to Australia as a study destination by the prospect of working or claiming refugee status. Significant changes implemented by the Australian government in recent years however has seen student intake numbers drop dramatically in certain areas. As a result of these changes earnings from all the top 12 overseas education markets dropped in 2011, with the most significant drop in student numbers coming from India, with a slump of 37 per cent.  However Pakistan has defied this trend, with revenue rising 15 per cent to $253 million. The  Philippines was the only other major market to register an increase, with earnings rising 13 per cent to $205m. All other top 25 markets experienced significant declines.

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New Zealand to make student immigration easier

New Zealand is a popular destination for foreign students as it can be a much cheaper option compared to other western countries such as the UK, United States, Canada, or Australia.

Immigration Minister Jonathan Coleman recently stated that a new type of student visa will make it considerably easier for foreign students to enter the country.

Recent changes to immigration law have removed certain onerous requirements that student visa applicants had to go through to obtain entry, such as extensive police checks and medical examinations.

Now, interim visas can be issued while a student’s application is still being processed. In addition, background checks and medical examination renewals will only now need to be completed every three years instead of every two years.

“Interim visas mean students can still study here lawfully while their application is being processed, provided that they are lawfully in New Zealand when they apply,” Coleman said.

“They’ll still have to meet all our standard criteria, but the visa provides peace of mind for students and makes the enrolment process smoother for education providers,” he added.

The changes, due to take effect in time for the new school year in February 2011, will be good news to New Zealand educational institutions. The education export industry in New Zealand is a 2 billion dollar a year market.

Source: Workpermit.com

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Entry requirements lowered

The decision is in response to collapsing demand in the international education market.

Immigration Minister Chris Bowen and Tertiary Education Minister Chris Evans yesterday announced the changes for students applying to Australian universities, including from the multi-billion-dollar Indian and Chinese markets.

At present, university applicants from both countries must prove they or a close relative can provide three years’ worth of money to support their study in Australia. Under the changes, students would only require two years’ worth.

The change is designed to deal with a drop in applications across the $18 billion international education business, following tougher immigration restrictions imposed to stop students with poor English using low-skill vocational courses as a fast track to permanent residence.

Since the system was tightened in February, private sector training colleges catering for the international market have collapsed. But universities dependent on foreign income also warn demand is drying up.

Central Queensland University, where international students account for almost half of total enrolments, is expecting a 25 per cent drop in commencing overseas students both next year and in 2012.

Earlier this week, Monash University, Australia’s largest international education provider, announced 350 redundancies in response to a 30 per cent drop in demand in its university preparation college, which relies on foreign students.

Senator Evans said the drop in demand was due to the high Australian dollar and increased competition from the US, Canada and New Zealand.

Both the training and university sectors say the fall-off is largely due to long application processing periods and strict visa restrictions that require potential students to prove they have about $100,000 to meet tuition fees and living expenses.

In contrast, competing English-speaking countries generally require a quarter of that amount.

According to Jennie Lang, pro vice-chancellor international at the University of NSW and spokeswoman for peak lobby group Universities Australia, the Gillard government’s concession is “a very positive measure”.

The government has also established a review chaired by former NSW Labor minister Michael Knight to review student visas, which Ms Lang said should recommend a new program to allow foreign graduates of local universities to stay in Australia for several years. This would improve their employment chances when they returned home, she said.

Source: The Australian

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Critical legislation misses parliamentary deadline as key reports miss the light of day

A bill to set up the Tertiary Education Quality and Standards Agency was to be introduced last month but was held back after a sector revolt.

Legislation for TEQSA’s counterpart in vocational education and training did reach the Senate on the last sitting day of November but senators had other priorities, chiefly the feud over the National Broadband Network.

TEQSA has a July 1, 2011, start-up date as a quality assurance agency and the national VET regulator is supposed to function from April next year.

The long-awaited bill to fund student amenities on campus did not make it to the Senate, despite the insistence of Tertiary Education Minister Chris Evans that it had to pass before Christmas. Resolution of a conflict over Youth Allowance was deferred in mid-November with a Senate committee asked to revisit the definition of regional students. That committee will report in February.

Meanwhile, several key reports from the federal education department didn’t see the light of day this year. Undergraduate Applications Offers and Acceptances 2010, the 2009 Finance Report and the 2009 Higher Education Report missed being published on the department website this year.

The undergraduate or unmet demand report used to be collated by Universities Australia and was published in April each year. Last year, the Department of Education, Employment and Workplace Relations took over the task, getting the information online by October. This year it didn’t eventuate.

It did, however, manage to publish last year’s student statistics late last month, but missing two key appendices, including one on equity data. That went up this week. This year’s staff report was published on December 8.

A report on transnational education in 2008 was posted on the Australian Education International website last week. But experts said the information was so dated it bore little relevance to what was happening now.

Source: The Australian

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STOPGAP leaders take over at Murdoch University from January 1.

Gary Martin, the only deputy vice-chancellor remaining after this year’s leadership crisis, said Murdoch would be “in good hands” with new transition arrangements at the top.

As senior deputy vice-chancellor, Professor Martin will take responsibility for operations from January and step up as interim vice-chancellor when Professor Yovich retires at the end of March.

In his last days as vice-chancellor, Professor Yovich would “turn his focus to external relationships and stakeholder matters”, chancellor Terry Budge said. These projects include a deal where the university will provide land for a new headquarters and biosecurity centre for the West Australian Department of Agriculture and Food.

Questions about the benefit of this deal were part of a leadership conflict that culminated in the loss of three of Murdoch’s four deputy vice-chancellors.

Another element in the conflict was disagreement about how radical a change the university needed to weather more fierce competition for students come deregulation in 2012.

Now, following an academic review, Murdoch will phase out its pharmacy school, trim the number of faculties and close the school of sustainability, with its courses to be hosted elsewhere in the university. Professor Martin said about 25 staff redundancies were expected this year.

“The work that we’ve done through the academic enterprise review will mean that we won’t require redundancies next year. But obviously we will monitor the situation,” he said.

Professor Martin disagreed with the view that Murdoch would be the most vulnerable of Western Australia’s universities in the post-2012 system, saying it appealed to a diversity of students and stood to gain from the federal equity agenda.

He said the university expected “a slight increase” in overseas students next year.

“The growth in domestic has not been [as strong] as in previous years, but we’re still expecting [a 5 per cent to 10 per cent increase] into next year,” he said.

Critics say slower student growth, the cost of research projects and staff pay rises will further erode Murdoch’s budget surplus. However, Professor Martin said surpluses were expected for this year and next.

Source: The Australia

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New Report from IDP Education Advises U.S. Universities to Adapt Australia's Successful International Recruitment Practices

The world’s leading authority on international student recruitment has released a report for U.S. colleges and universities that advises them on how to adapt Australia’s successful international recruitment strategies for their efforts.

The report is published from an international education symposium held jointly by the International Education Association of Australia (IEAA), the Association of International Education Administrators (AIEA), the Forum on Education Abroad, and NAFSA: Association of International Educators. “Advancing U.S.-Australia Cooperation in International Education” outlines the findings of a spotlight session presented by Anthony Pollock, CEO of the world’s largest student placement organization, IDP Education.

Some of the findings presented in the symposium and highlighted in this report include:

  • Universities are advised to have a single international office, covering marketing and recruitment of students for all divisions, or faculties. This is the best way to ensure that the university’s brand is marketed properly and consistently, and that international students will receive the same quality experience across all units and levels.
  • Ideally the international office should be funded by a portion of international student tuition income and not be dependent on the annual budget appropriations process.
  • New pockets of international students can become easily isolated if not managed well. Particularly in small communities, sudden changes to the population mix can result in a negative impact, particularly when domestic students are not prepared for a shift. Community leaders are key to the successful integration of new communities into existing ones.

“The Australian higher education system is at the forefront of successful international recruitment,” says William Lacy, president of the Association of International Education Administrators, Vice Provost for University Outreach and International Programs at the University of California, Davis, and contributor to the international education symposium where this topic was presented. “Australia’s outreach policy is an enviable one that many U.S. institutions should consider adopting, and this paper from IDP Education provides an accurate analysis of several of the most effective strategies.”

Australia has long been considered the gold standard for international student recruitment. IDP Education helped drive much of the country’s growth and success, and has recently expanded operations into the United States, putting the organization in a unique position to author such a report.

“The symposium was intended to lead to the creation of an action agenda for furthering educational cooperation between Australia and the United States,” says Pollock, who has more than 20 years experience in international education and founded the international arm of Australia’s Monash University.

“Having witnessed and contributed to Australia’s international accomplishments, I can see what the United States is capable of achieving, and have great optimism for the future. The hope with this report is that my experience and that of my colleagues at IDP will be valuable to the U.S. higher education community.”

“Advancing U.S.-Australia Cooperation in International Education” is available online and as a free download at http://usa.idp.com/useful_information/us-australia_cooperation.aspx.

IDP Education’s U.S. expansion is an addition to the existing Australian student placement service, adding all new counselors and support teams for U.S. bound students.

Anthony Pollock’s goal is that Australia’s international enrollments will continue to rise steadily, and that, with IDP Education’s help, 1 million foreign students will be studying in the United States by 2017.

About IDP Education

Over the last 40 years, IDP Education has become the world’s largest student placement firm, operating more than 70 counseling centers in more than 20 countries and placing more than 300,000 students. It is jointly owned by 38 Australian universities and a leading online recruitment firm, and is one-third owner of the IELTS English proficiency exam with the British Council and Cambridge University.

Source: PR Web

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Indian students turn to Canada following Australian backlash

Vipin Sehajpal has worked for the past two years at a call centre on the outskirts of India’s capital, helping frustrated Dell computer owners solve technical problems.

But when he connects with a caller from Canada, the 26-year-old pauses before dispensing advice to pose a few questions of his own.

“I mostly ask about the weather, food and what life is like,” Sehajpal says.

It’s knowledge he plans to put to use in a few weeks.

Barring last-minute problems, Sehajpal will be leaving India in late December to enroll in a two-year website design course at Lambton College in Sarnia.

His pursuit of a Canadian education highlights a growing trend in India.

While Canada for years was regarded of as a sad-sack afterthought by India’s brightest college-aged students, that perception is changing fast. The number of Indian college and university students studying in Canada has surged fourfold over the past three years.

Canadian diplomats say they expect to issue student visas to as many as 14,000 Indian students this year and perhaps more than 20,000 in 2011.

In 2008, Canada approved just 3,152 visas to Indian students.

The increase comes as Canadian schools strengthen ties in India, which is among the world’s most promising markets for international students and higher education. Nearly one-third of India’s 1.2 billion population is under the age of 15 and the country’s 50 million strong middle class is expected to grow 10 times by 2025.

At the same time, the Canadian government has pledged to triple two-way trade with India to $15 billion over the next three years and adding international students will help. A recent Canadian government study showed the average international student adds $25,000 to the local economy.

David Manicom, a diplomat who heads the immigration department at Canada’s mission in New Delhi, said he was flummoxed when a group of Canadian university presidents recently toured India and spoke publicly about their efforts to coax Ottawa to increase its $1 million global budget for marketing post-secondary education. Australia, university officials pointed out, spends $20 million a year.

“The truth is that we’ve already come a long way in a very short time,” Manicom said. “The perception is that we’re trailing Australia still but that couldn’t be father from the truth.”

Manicom said there are several reasons for the dramatic increase.

For starters, unlike some other Western countries, many foreign college and university students who study in Canada gain credit towards becoming a permanent resident.

But Manicom and Canadian college officials say an overhaul of Canada’s student visa program is more responsible for the turnabout. For the past two years, the Canadian mission in New Delhi has partnered with 38 Canadian colleges to create the so-called Student Partners Program.

Under the program, colleges work more closely with the Canadian mission to understand which students will likely be approved for visas.

For instance, schools now insist students submit grades from the International English Language Testing System, or IELTS, which is run by a British group. In past years, students would provide results from a number of less reputable English proficiency testing agencies.

The mission also demands students provide financial guarantees from chartered Indian banks.

“We had cases where a student would say they had an uncle with fields of rice paddy who was willing to promise to cover their school costs and other instances where families had the value of their gold assessed as proof of their financial wherewithal,” Manicom said. “It was totally unreliable.”

Manicom said the high commission is also working more closely with schools to winnow out immigration agents who recruit under-qualified students.

Since the student visa program’s overhaul two years ago, the approval rate for Indian students applying to Centennial College has climbed to 87 per cent from 37 per cent and the number of Indian students at the Toronto school has climbed to 1,400 from 350.

“In past years, the biggest complaint we had was that it took too long for students to have their visas processed, but it’s much less cumbersome now,” said Virginia Macciavello, an official with Centennial.

Canada is also making inroads in India thanks to a public relations disaster for Australia’s educators.

While Australia has drawn more than 90,000 Indian students annually in recent years (the U.S. attracts about 105,000 Indian overseas students a year), the number of students here applying for visas to Australia has plunged by 80 per cent, Western diplomats say.

Over the past two years, Indian media have furiously chased stories about racial attacks on Indian students in Australia. There were 14 attacks during one five-week stretch in 2009, with TV channels running incendiary headlines such as “Curry Bashing” and “Australia, Land of Racists.”

Manicom conceded that Canadian officials “watched what was happening with Australia and we knew there would be some backwash.”

But Macciavello said she isn’t worried about a similar imbroglio in Canada.

“We’ve been recruiting overseas students for 30 years and we just haven’t seen any problems like that,” she said. “Canada’s just much more multicultural.”

Canadian schools also demand high IELTS test score, sometimes as high as 6.5 out of 9, to root out less qualified students who might drop out for a grey-market job. Some schools in the U.K., by contrast, demand a 4.5 IELTS score, meaning students would probably struggle to understand classes taught in English.

On a recent afternoon, Sehajpal and several other potential students crowded into an immigration agent Bhagirath Bhardwaj’s office in the heart of New Delhi.

Bhardwaj, who is paid a commission of about $150 for every student he sends abroad, said Canada is becoming a much more popular destination for students from the Indian capital region.

“I think there’s an understanding here that the Canadian economy is outperforming others and there’s a real opportunity there,” Bhardwaj.

“Immigrants have a real chance in Canada because you have such an aging population. The average Canadian is 44, which the average American is 34 and the average Indian is 26.”

Aayezah Jameel, a 30-year-old single mother, said she’s been researching Canadian schools for the past year and is now saving up, with the hopes of traveling to Canada for studies in the spring of 2012.

“When you’re a mother, planning like this takes time, nothing happens fast,” she said. “It’s a big commitment and a big deal for me because I’ll be asking my mother in Bhopal to watch my daughter for me while I’m overseas.”

Jameel, whose English was flawless, said considered schools like U.C.L.A. and the University of Texas before shifting her gaze to Canada.

“There’s really no difference with Canadian schools except they cost less,” she said. “The faculty and curriculum are just as good. I know. I’ve checked.”

Sitting next to his mother, Sehajpal, who also has a computer science degree from Agra University, said his parents forbid him from going to school in Australia. Instead, he considered schools in the U.S. and U.K. and Canada.

“Canada has a bright future and I’m excited about the possibility of staying there after school for a job,” Sehajpal said. “I’ve never seen snow before. What’s that like?”

Source: The Star

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China and India to dominate education e-books

China and India are positioned to take a lead in digital publishing including e-books for use in higher education, digitalising existing content or developing digital avatars of print textbooks with enhanced features which, for example, can show up scientific diagrams in greater detail.

China’s digital publishing industry is booming with a mammoth US$12 billion output in 2009. It is propelled by large numbers of digital readers – over 40 companies are manufacturing e-readers in China, many of them offering similar functionality.

These companies are making a big push into the market or promoting their devices to publishers and content providers. Publishers in China have digitised a large amount of content to cater for their huge domestic audience.

The large storehouse of content is integrated with e-readers as free e-books, which helps to familiarise readers with screen reading. That is important because some in the industry believe that once students start to use e-readers, tempted by the free content, publishers can later charge for add-ons such as student assessment packages for course tutors.

Chinese textbook publishers are using the same standardised format, unlike the different standards hampering the e-book market elsewhere in the world, and they are delivering open access e-books to students through CERNET, China’s Education and Research Network, accessed by most of the country’s higher education institutions.

Although e-books are still in their infancy, the reading devices from China – some of them with multilingual functionality – are gaining popularity in Asia as the price per unit is very competitive. This will be important for the growing student market, which is price-sensitive but potentially very large.

Publishers and aggregators have started to source these cheaper e-readers and sell in local markets across the world. Their ePub compatibility gives them an advantage, so it is likely that Chinese devices will percolate to every corner of the world.

India’s advantage is its ability to create digital content for a world audience. The technology and expertise for digitising in India is an attraction, with a strong talent pool that is digital-savvy but is also equipped with multimedia and animation skills -. The number of institutions in the country offering training in these skills has skyrocketed in recent years.

Many technology companies – big ones like Accenture, Tata Interactive, Aptara, and hundreds of startups and smaller players that have mushroomed in Pondicherry, Pune, Bangalore and the environs of New Delhi – are involved in digitising.

But rather than simply copying paper books, academic content from India is being produced with digital enhancements. Indian companies could transform this sector as many are already focusing on e-learning products and have resources in place to leapfrog from pre-press content specialists to full-scale digital publishing offering finished e-books in specific academic disciplines.

e-Books and higher education

e-Books for the higher education audience evolved with Project Gutenberg which provides free e-books and is the oldest digital library, now with 33,000 e-books in its collection. The initial focus was reference books and out of print titles. STM (science, technical and medical) and reference publishers initiated and digitised their current titles and backlists, with reference libraries an assured market for such endeavours.

Then online books available on a subscription basis, the ‘”cluster purchase’” of e-book collections and downloadable e-books entered the academic field, making access to e-books more convenient for researchers.

Another game changer in open access e-books is the free online textbook offerings of Flat World Knowledge, used by more than 40,000 students on more than 400 US college campuses. These compete with leading textbook publishers, but new options such as print-on-demand softcovers, audio books, chapters and self-print options are innovative.

e-Books are preferred by students because of the price advantage over the print version. On average, e-books are 50% to 60% cheaper than the print version. As textbook usage by students is generally limited to the period of their course, online textbooks sold on a subscription basis have started to gain some acceptance in the US.

Digital book rentals and chapter downloads are also being offered. In the United Kingdom Amil Tolia’s start up Reference Tree is generating interest with its announcement that it will offer chapter-wise academic content online.

Universities understand the utility of using e-books as textbooks. Initiatives by the US-based company CourseSmart featuring the textbooks of major publishers have helped digital textbooks gain access across North America.

But a device that could transform the higher education space in the near future will be the Apple iPad. The launching of textbook apps could make the iPad a popular choice for students.

Digitised textbook content needs to be more widespread so that students have a digital option for every print textbook.

Winning over students

However, despite the publishing industry and aggregators’ efforts to convert print buyers to digital, the average student still has an affinity for the printed book. Printed books outdo e-books in portability, ease of use, and as a gadget-free experience, while the price of e-readers is still considered high for the average student.

Adoption of digital books will increase proportionally with the decrease in price of e-readers. Devices from China and India are already being released with attractive price tags. The Bambook from Shanda Literature China and Wink from EC Media India are two attractively -priced products launched this year.

However the uptake rate of e-textbooks in emerging nations is currently bleak.

Korea has positioned itself as a leader in e-book usage and promotes their use, for example through the Korean Ministry of Education-sponsored Education & Research Information Service’s (KERIS) eBook Consortium for Higher Education. KERIS has formed a consortium of over 70 universities to share access to more than 8,000 e-book titles. The Korean example can be emulated by many countries.

Content creation

Authors, editors, instructional designers and multimedia specialists need to understand students’ requirements in creating digital content. These include students’ need to annotate e-books and provide interactive links.

Simply putting PDF content on a digital device does not do justice to digital media. Enhanced Editions and Vooks, which combine video, internet links and text, are demonstrating new ways to produce digital content.

eTextbooks can be well integrated into undergraduate courses. Engineering and the sciences need illustrations and detailed photographs. Digital editions can accommodate greater detail and clarity than print versions, while micro zooming options can benefit biology students.

While e-textbooks can integrate features impossible to offer in print versions, the cost of development would make their cost significantly higher than for printed books.

Meanwhile the multitude of file formats of e-books is still a challenge, although ePub is evolving as a more popular format, thanks to the efforts of the International Digital Publisher’s Forum (IDPF) – the trade and standards organisation dedicated to the development and promotion of electronic publishing – which has adopted it.

Off-shoring digital development to countries such as India, the Philippines and Sri Lanka can keep the development cost lower. As with the success of eTutoring in off-shore tutoring, e-publishing for education too will have a larger presence in India as Indian education specialists can help develop good value e-textbooks. The technical expertise, adaptability of the work force to new technologies and cost savings give the country an advantage in off-shoring digital content development.

The Chinese invented paper in 105 AD and pioneered printing too. China is now positioned to make the world read digitally. Similarly, India’s ancient writings and epics in Sanskrit are a treasure house of knowledge. These emerging countries now have the potential to contribute to learning in the digital way.

Source: University World News

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Tuition Fee Debates

However, the University of Exeter has seen a week of peaceful protests and educational events to mark the changes which were voted through on Thursday.

The week of campaigning started on Monday with a debate in the Cornwall House. The two speakers were Jonnie Beddall, Guild President, and Nova Gresham, a representative from the University and Colleges Union (UCU).

As a representative of academics across the country, Gresham began by setting out her stance against the changes. She started by criticising how the overall university budget was getting slashed by 40% with the teaching budget being cut by 80%. She went on to explain how cuts in Further Education (FE) and Educational Maintenance Allowance (EMA) would act as a further deterrent for poorer students to go to university, something which should be ‘a right, not a privilege’. She also congratulated the National Union of Students (NUS) and Exeter Guild on their ‘amazing’ protests.

Next, Beddall spelt out his opposition to the coalition’s plans, explaining how their policy would ‘shake up the higher education system for generations’. He focused on the economic and social mobility problems caused by the changes and argued that by raising tuition fees, the government is making ‘the people best able to learn [the poorest] less able to pay’. Despite a relatively small audience, the room was soon filled with discussion, with key questions being answered about the recent student demonstrations and the marketisation of higher education.

On Tuesday, another set of debates were organised by Exeter students and contained speeches from leading representatives and academics. The ‘Fight the Cuts’ event took place in the Amory Moot room and focused on the effect of the proposals on students and higher education as a whole.

On Wednesday, students marched through Exeter to protest against the cuts. Following on from the march, over 100 students started occupying Newman A lecture theatre and remain there at the time of writing. Organisers of the occupation have written a list of demands as well as holding a range of events throughout the week. A candlelit vigil was held before Thursday’s vote with the words ‘We Will Resist’ illuminated in front of Northcote House.

The biggest event came on Friday evening in the Amory Moot Room. ‘University Funding – Where next?’ saw Steve Smith, Exeter University Vice-Chancellor and head of Universities UK debate against Aaron Porter, head of the NUS about parliaments’ decision to raise the tuition fees cap to £9000. The event was organised by the Students Guild and was simulcast to the Falmouth Campus.

Both speakers addressed the packed lecture theatre for ten minutes before taking an hour of questions from the audience. Smith attempted to convince doubters of the government’s policy in his introduction, arguing that without the tuition fees rise, UK universities would be ‘unable to compete’ with the best in the world. He also used his speech to eradicate the ‘myths’ surrounding the decision, describing how students would only start paying back the money when they were earning over £21,000, and at a monthly rate lower than the current system.

Although Porter accepted that tough decisions were required in the current economic climate, he was defiant in his view that raising tuition fees to £9,000 was not the answer. He disagreed with Smith over the impact of the policy on poorer students, arguing that their aspirations would be dented by the prospect of £27,000 of debt on graduation.

Following the speakers’ initial addresses, the floor was opened up to the audience who asked many intelligent and probing questions. During the Q&A session, notable points included Porter explaining how businesses should pay a proportion of tuition fees and Smith confirming that any additional funding will be put back into the ‘student experience’ with the help of the Students Guild. This high-profile debate was received well by those in attendance and rounded off an interesting week regarding the future of UK higher education.

Source: XmediaOnline

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Outdated English-proficiency standards

WHY is the Australian higher education sector allowing immigration policy to shape notions of the standards of English language proficiency of its graduates?

This is an acute case of the tail wagging the dog.

An International English Language Testing System score of seven has become the de facto standard for permanent residency as a skilled migrant. Monash researcher Bob Birrell has been quoted as saying universities have been outflanked by the willingness of the Immigration Department and professional bodies to embrace a serious standard of English proficiency.

Yes, spot-on. Let’s reclaim this agenda. It’s time for universities and the Tertiary Education Quality and Standards Agency to restore public confidence in the English language capabilities of graduates.

To do so, a robust, outcomes-based model of English language proficiency, against which universities can monitor the attainment of graduates, must be built.

A first step towards such a framework is an agreed set of national English standards as the foundation for universities’ quality assurance mechanisms.

However, to achieve this basic step, a shift in existing conceptions is essential.

We will know universities are serious about English proficiency when they worry about all of their students. At present they don’t.

Domestic students come from diverse linguistic backgrounds and this diversity will grow with increased participation and greater social inclusion.

At present it is not possible to report with any confidence the language proficiency of graduates, for universities lack an agreed means by which to monitor and evaluate it. This is partly because of the absence of existing thresholds of achievement.

The IELTS test has been filling this gap, but only by default because of its historical links with migration policy.

But IELTS and the other standardised language tests were developed to measure English language proficiency for entry to university. They were not designed to measure it for entry to the workplace.

Little is known about its validity and reliability in terms of exit testing or whether it is a genuine indicator of graduates’ language-readiness for their careers and professions.

TEQSA needs to get involved.

The articulation of a national set of standards for graduating students would inform quality assurance in universities. These could then become an explicit component of academic standards, alongside and integrated with disciplinary standards.

Source: The Australian

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International Education Moves Towards Next Phase to Better Protect International Students and Continue Offering a World Class Quality Education

The Minister for Tertiary Education, Senator Chris Evans, today welcomed the release of a consultation paper to inform the next phase of the Government’s response to the Baird Review of the legislation that governs international education in Australia.

In March 2010, the Hon Bruce Baird released his report into the Education Services for Overseas Students (ESOS) Act 2000, containing a number of recommendations to strengthen the legislation to better protect international students and ensure Australia continues to offer a world class quality education.

Senator Evans invited submissions from stakeholders, including education peak bodies, regulators, providers, students and agents, who will have until 21 January 2011 to provide feedback to the Government.

“The Government is firmly committed to supporting the quality and integrity of Australia’s international education sector, having already introduced reforms to raise the bar for entry into the sector and give regulators greater flexibility to manage risk and enforce compliance with the legislation,” Senator Evans said.

The release of the consultation paper follows the first phase of the Government’s response to the Baird Review through the legislative reforms introduced into Parliament on 27 October 2010.

The changes already being implemented include: further strengthening provider registration requirements; measures to better manage risk in international education; introducing financial penalties for a wider scope of non-compliant behaviour; and enhancing the complaints and appeals processes by expanding the role of the Commonwealth Ombudsman.

“The Phase Two consultation paper explores options for taking forward the remaining Baird Review recommendations,” Senator Evans said.

The sector has been asked to provide feedback on:

  • risk assessment and management approach to the registration and ongoing monitoring of education providers delivering to overseas students;
  • strengthening the tuition protection framework;
  • a range of recommendations for making ESOS stronger, simpler and smarter; and
  • the regulatory effect on providers of these proposals and recommendations.

The consultation paper and access to an online form to make submissions are available on the Australian Education International website at www.aei.gov.au.

Source: News-4-Us

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International University Study Abroad Programs

Education is vital for everyone. For this reason, numerous people globally have gone an extra mile to search for education nourishment through university study abroad programs in different countries for diverse reasons. There are various perspectives and reasons on how different people study abroad; some find it enthusiastic to study abroad, some think it is necessary for them to succeed in their respective career life, some get study abroad scholarships and work opportunities as well through their families residing abroad.

Once an opportunity arises for you to study abroad, there are main programs set for you to follow and assist you on your schedule in the course of your study. These programs are; Academic Year programs and the Semester Programs. The Academic Year Programs typically follow the traditional “Junior Year Abroad” model, where students spend a full academic year immersed in another culture and language.  All of your classes for that academic year are conducted abroad and you live and work as though you have relocated to that country.  These programs are ideal for students who want a complete study abroad experience.

Semester Abroad Programs follow a similar model to Academic Year Abroad Programs with the exception that they are shorter – one semester instead of an entire academic year.  If you aren’t ready for the full commitment of an entire year, but you still want a complete, enriched experience, then a semester program might be what you are looking for.

In many countries in every year, over 1,600 students are sent across the world to study in multiple locations. As a student under a university study abroad program, you will be able to take classes that meet your major or minor requirements and fortunately study with experts in their field which would be of mutual importance in fulfilling your study ambitions and dreams. One major advantage to do with study abroad scholarships is that a student can opt to change his or her location for the summer term and spend it at another study center, though visa restrictions apply for some locations. This is recommended by many study experts for mobile students who do not prefer monotonous study situations.

Program fees are another major turning point for many students who wish to study through study abroad programs. A majority would view this as a very costly program to engage in due to many prerequisites such as travel costs and academic fees. For instance, in most study countries, each program fee is comprehensive, including: up to 49 credit hours, housing, and health insurance, center cultural excursions and activities, full-time administrative and academic support and some meals but still un-affordable to some students especially in the African Diaspora. Study duration would depend on the course undertaken by the particular undergraduate. It is mostly about 8 years of study for law and medical students and a maximum of 4 years for students undertaking business and art courses. However, this differs from one country to another and the above example applies to the US only.

Various students would engage in an abroad program with an aim to enrich themselves through further studies. Most of these individuals are usually graduates and undergraduates hence for starters, application must be the foundation of a university program abroad expect for scholarships, which comes automatically for the successful candidate. Admissions decisions are usually communicated to applicants on a later date. Accepted students submit a holding deposit of which 50% is refundable if the student chooses not to attend. Prospective Students are expected to submit admissions paperwork. Students should accept or reject offer of acceptance. Students are advised to visit their chosen center’s web site for specifics about optional housing, excursion opportunities, course offerings, and their academic and cultural calendars.

For a student to obtain a degree through a study abroad program, the below figures would apply to majority universities abroad. Each semester is 15 weeks with students taking 4 or 5 courses per semester. Courses are generally worth 3 or 4 credits, earning students 12 or 15 credits per semester. Most students need 120 credits to graduate. Most students graduate in 4 years, though by taking summer courses, it is possible to graduate in 3 years.

Student Support Systems are at times practiced by major universities in assisting new students traveling from other countries. At the international campuses, a comprehensive guidance program promotes student well-being by offering instruction and guidance in key areas such as orientation, study skills, cultural sensitivity, money management, and lifestyle issues. University study abroad Program presents the perfect resource for participants to meet that program’s study abroad requirement. With a shared commitment to making each student’s program the best experience possible, unified assistance with planning and coordinating a study abroad adventure facilitates student participation in a way that makes the student a better person in future, very competitive and efficient in the workplace.

 

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Why Study Abroad

Why study abroad? The general reasons for studying abroad are enhancing one’s career, experience personal growth, learn another language, create global inter-relationships, see the world and broaden ones experience, enhance the value of one’s degree and enhance academic learning and for professional development. Other reasons are discussed below in details.

Schooling abroad enhances employment opportunities all over the world. Through many employers point of view, a student who has studied abroad is self-motivated, independent, willing to embrace challenges, and able to cope with diverse problems and situations. Your experience living and studying in a foreign country, negotiating another culture, and acquiring another language will all set you apart from the majority of other job applicants. Schooling abroad also expands your world view. Students who study abroad return home with an informed and much less biased perspective toward other cultures and peoples.

Inter-relationships crops in through going to school abroad. The relationships formed while studying might become some of the deepest friendships you will ever develop. You will have the opportunity to meet people from different backgrounds and cultures, and some of these people may even become life-long friends. Study abroad returnees often report meeting others with whom they expected to have no common ground, and then discovering that, despite being from different parts of the globe, they had much in common and much to learn from one another. These relationships, insights, and outlooks are a critical part of the study abroad experience. You will network with fellow students, teachers, host families and professionals. Often times your best opportunities will come from people you know.

If you seek to know why study abroad, you will grip the opportunity to see the world and broaden your experience. There are so many amazing things to experience around the world. You can see different natural landscapes and climates that do not exist in at your homeland. There are historical landmarks in every country that helped shape the history of the globe. You can expand your knowledge of the world by actually being there, seeing it, touching it, and experiencing it. Is there a place or landmark you have always wanted to see? This is how you can understand the world in a direct, all-encompassing way. Studying and living in a different culture will help you see the world from a completely different perspective. It is an amazing experience that will change your life.

Studying in another country can enhance the value of your degree. While abroad, you can take courses you would never have had the opportunity to take on your home campus. In addition, study abroad gives your language skills such a boost that it is normally quite easy to add a minor in a language or even a second major without having to take many more additional courses after the return to your home campus.

Learning a language in a country where it is spoken also creates a big reason for studying abroad. The only way to truly become fluent in a language is to be immersed in it. If you have studied a language for several years and wish to gain fluency in that language, study abroad. Conversely, if you have not studied languages at all, remember that almost half of all study abroad programs do not require any foreign language. Learning a foreign language will increase your educational development, improve your communication skills, and give you a world of opportunities you might not otherwise have. Knowing another language will help you to appreciate international literature, music and film, as well as to better understand the culture you live in. As you learn a different language, you will also come to know more of your own.

Studying out of home also helps you as a student to take control of your future. During your time abroad, you will be exposed to countless different experiences that may influence the rest of your life. Some students even end up changing their major or career path as a result of the new things they learn from abroad. Others discover a new passion for travel, decide they want to work abroad, or desire to learn a new language. After studying overseas, you may find your travels have had a profound influence on your career or personal goals. If you wish to continue with your higher education into either a masters or a doctorate, study abroad experience will give you an edge on the competition. Graduate programs, law schools, and med schools all look favorably on such global experience. You never know who will be impressed by your travels.

When studying abroad, the experience provides you with the opportunity to travel. Weekends and academic breaks allow you to venture out and explore your surroundings; both your immediate and more distant surroundings. Since studying out often puts you in a different continent, you are much closer to places you might otherwise not have had the opportunity to visit. Some more structured study abroad programs even have field trips planned in or around the curriculum. Satisfied why study abroad is best for you?

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Choosing the Best Places To Study Abroad

You are most definitely asking; what makes a great study location abroad? Read on. There are numerous favorable locations globally that one can fit in, settle and study. Study abroad program comes along with great returns, which follow an opportunity to study abroad. These and more are discussed extensively in this article.

When choosing a country to study in, cost is the major factor you are supposed to consider since it could be beyond your capacity to accommodate yourself on that particular country of study. Secondly, look at opportunities to work there after graduation considering that you need at least a degree that would be recognised around the world and definitely, you can’t miss out on the shortlisted prospective employees during recruitment processes. Big concern also lies on education quality. The best places to study abroad would probably offer competitive education quality for all students.

The place of study should also have a good global image or reputation among other great places. A place like France is probably the most visited country on earth, and it receives an enormous number of study abroad participants and enthusiasts each year. Many of those students probably head directly for Paris and don’t look back – and who can blame them? There is much more to do there other than study. The City of Lights is romantic and magical, even on a student’s budget, but there are lots of other French cities which are great for studying in. In fact, if you get beyond Paris you are more likely to get beyond the stereotypes. Definitely, you would recommend any one to study on such a place.

According to many studies done by study specialists, many students want to be able to work part-time while studying, so they could at least cover their cost of living or accommodation costs. Some locations are just considered hotter on the study abroad thermometer gauge than others.  That reflects on why as a student, you should focus on the place of study; whether it will satisfy your need to work and study at once. A place that would offer good working opportunity would be the best preference.

Another top reason why you should choose a place of study it is the study abroad program credibility. Look at the past records linking the program for study and its past graduates then make a suitable decision. Safety is also a major reason as to why you should choose a place to study abroad. Terrorism prone places would not be a good option since it would be risking life to study there.  Some countries offer good learning opportunities hence this would prompt you to choose such a place to study abroad. These learning opportunities could range from good companionship of students, teachers and environments. Once you certify that this is indeed the case, then you can choose such a place.

The overall coolness factor of the country itself could also prompt you as a student desiring to study abroad to prefer to study there. This would definitely provide a mutual environment for study without any obstacle or disturbances whatsoever. Study requires a cool environment, which steers a student’s attention to books learning materials. When choosing the best places to study abroad, you should also look closely on language factor. Reflect on the targeted place of work and the place to study abroad closely to view what is expected of you. For instance if you reside in Kenya, the best place to study abroad would definitely be the United Kingdom or the United States of America because English is a common language spoken between the three countries, so the student would fit well in any English spoken country.

When choosing the best places to study abroad, it is important to recognize the best rated places to study abroad. Read on. The United Kingdom has long been the top study abroad destination, and it do not take a genius to figure out why – for English-speaking students going abroad, it is one of the places where you do not have to be studying a foreign language to get by. Learning a language is hard, right? So if you can get away with doing less work and still study overseas, all the better! The United Kingdom is one of the most popular destinations for first-time vacationers, so it is not surprising that it would also be popular with students.

Italy comes in near the top of the list for vacationers; it is not a surprise to find it near the top of the list for students. You can easily choose to study in some of the country’s most famous cities, say, amazing places like Rome. For instance, did you know that Europe’s oldest university is in Italy? It is – but it is not in one of the big tourist centers. Instead, it is in Bologna. One of the perks of studying in Italy is that you are literally surrounded by history, art and culture almost everywhere you go and some of that has to seep into your persona at some point. Anyone studying Italian, fashion, history, or religion could do no better elsewhere than studying in Italy. other countries on the list include Spain, Germany, Greece and Australia.

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The Benefits of Study Abroad

Benefits can apply to all types of studying abroad, whatever the subject. Being an immigrant or living in a new country, whether working or studying, is likely to broaden your mind. Experiencing new cultures, interacting with those with a background different from your own, seeing a different way of life, and experiencing the way other people do things is generally a positive and enhancing experience.

Exploring cultures and civilizations outside of your own, which will happen when studying abroad, is intellectually and spiritually enriching. It also encourages and nurtures independence, as a student studying abroad out of your familiar territory, you will enjoy being placed in unfamiliar environment, possibly having to discover or work out new ways to get around and do things. In this respect, studying abroad can be confidence-building, equipping you with the resourcefulness needed to be self-sufficient in a foreign country, but first, you have to find the  right study abroad companies.

Another benefit to studying abroad is that it looks good on the resume in job applications and recruitment. Unbelievably, this would boost the candidate’s chances because of this exceptional achievement. Although this is not exclusively true, employers tend to look favorably upon periods of studying abroad for reasons of assessing your capability even out of the work environment. Living, working or studying abroad shows independence, initiative, resilience, and that most prized of characteristics in the workplace, adaptability. Chances are that the potential employer, after seeing that the candidate has undertaken a period of studying abroad, will see the applicant as somebody who is not afraid to undertake a challenge. That he/she is somebody with a sense of adventure, and somebody who is not afraid to step out of their comfort zone in order to broaden their horizons.

The benefits accrued to studying abroad in the context of a language course are indisputable. The student will find that rather than simply learning in a study abroad high school program, by exercise and homework, perhaps with some oral practice, that they will have to learn the language to get by. Quite likely, studying abroad will often place the student in situations where they are not able to get by with their mother tongue, even if it is English, which is widely spoken in many parts of the world.

The effect of immersion into an environment where the student’s language skills have to be relied upon just to get by tends to have a positive effect on the student’s skills in speaking that language, as they are forced to rely upon what they have learned, and indeed learn more of that language. Often, a student’s ability to speak a new language will improve faster when they are studying abroad where the original language is widely spoken. It is also important for students desiring to school abroad to know that there are study abroad companies that give scholarships for study abroad programs.

There are other benefits of studying abroad, besides immersion in the language, which applies both to linguistic study and to all other types of study. For example, for the language student, it is understandable that without sufficient exposure to the culture of the country where he/she is studying, motivation may be lost. That is living and studying abroad in a country, which speaks that language can help. It justifies the learning, makes it all worthwhile, and places all the study the student has undertaken in a real-life context, so it finally becomes useful in real-life situations at  home and in other foreign countries as well.

Whatever your dream, be it career or study,  if you’re thinking of taking study abroad, there is no end to the places you can go, things you can see, subjects you can study, name them. Even if your school does not have an extensive program for studying abroad, you can often get credit from a different school. Multiple benefits accrue to those who spend significant time in other countries, and a significant proportion of students see the experience as an important part of their college years. You are likely to have fun. But if you are also thinking about studying abroad as a way to gain a critical career advantage, then you have just landed at the right place. You will find that not all foreign experiences are treated equally in the minds of employers, though.

Majority employers are looking for graduates who can communicate well with others, both in person and in writing. They know the importance of cross-cultural understanding and have an appreciation for different points of view. They gravitate towards students who demonstrate maturity, initiative and creativity.  All of these assets can be demonstrated through your study abroad high school or college program, and it is not going to be much harder to set yourself apart if you have taken this route.  Decide to be different today.

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