Tag: International students

Why Australia can’t afford to neglect international students

“We must continue viewing students as an asset, not just to our economy, but to the prosperity of our nation”

 Have you ever stopped to think about what Australia would be like without international education? Australia’s education industry supports 240,000 jobs. If all those people suddenly became unemployed, our unemployment rate would jump from 5.2% to 7.1%. With a $37.7 billion hole in Australia’s economy, either taxes would go up, or spending on services would go down.

In the past, Australia’s prosperity was driven via wool, wheat and energy exports. Today, international education is one of the country’s strongest revenue generators, with recent federal department of education statistics revealing that over 700,000 international students have lived, worked and studied in Australia this year to date.

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Why food really matters to international student well-being

“Importing ingredients that help make a ‘local’ dish truly authentic can make a huge difference to students”

Most of us happily take it for granted that we will be able to buy the food we like when we want to. For international students coming to study in the UK, access to the food they like to eat is not a given so schools and colleges that see the true importance of food as a way to; ease homesickness, increase social interaction and improve general well-being should be applauded.

Recent research puts the issue into perspective

Masters student, Erika Stewin undertook research on “food insecurity” issues among international students at two Canadian universities. Her research found that “many students described experiencing food insecurity, students related feelings of depression, homesickness and identity loss, hunger, difficulties with weight loss or weight gain, and stories of being forced to compromise religious beliefs in order to eat.”

So, how can institutions do their very best to ensure food is seen as a crucial aspect of pupil/student wellbeing?

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5 Books That Every International Educator Should Read

“Adding quality vocabulary instruction practices to your role as an educator can help you identify when a student of yours is quite literally lost in translation”

You’re probably used to assigning books to your students, but that doesn’t mean there aren’t some valuable books that can help you be a better educator. The following list of books is intended to broaden your perspective as an international educator so you can be as effective as possible in your classroom of diverse students. Being open to various concepts of thinking and logic will benefit everyone under your instruction.

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The UK must engage with businesses to increase the number of UK students studying abroad

“Doubling the number of students studying abroad in three years is an extremely ambitious target, but the UK sector is united in its determination to get there”

The recent Open Doors data revealed that in 2016-17, the number of US bachelor students studying abroad as part of their degree rose by 2.3% to 16%. For those of us in the UK higher education sector, these figures are both enviable and encouraging.

The UK’s Go International: Stand Out campaign to double the per cent of UK undergraduate students studying abroad to 13% is now entering its second year. This year the campaign will focus its efforts on engaging commercial and international partners – following in the footsteps of successful campaigns by the likes of the US and Japan.
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How educational institutions can capitalise on the rise in Chinese students

“Gain a deeper understanding of the decision-making process Chinese international students and their parents go through”

With over 500,000 Chinese students heading overseas for their education every year, China remains the top country of origin for international students worldwide. This number is expected to grow proportionately to the number of China’s upper-middle-class and affluent households, which is estimated to reach 100 million by 2020.

While the US, UK and Australia remain the most popular study destinations for Chinese students, we are starting to see new trends and preferences emerging. For instance, there has been an increase in Chinese international students going to non-English speaking countries and studying at 2nd and 3rd tier universities in English-speaking countries.
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Zero-Sum Thinking: Why Trump Risks Zeroing Out America’s International Education Sector

“The colleges and universities that will be hurt most deeply by the flight of international students will be those in states that voted for President Trump”

The Trump administration policies are having a notable effect on the number of international students studying in the United States. Managing Director of University Ventures Ryan Craig writes about the impact of “zero-sum thinking” and the effect it could have on American universities and colleges that depend on international students for their survival.

Ever since I read The Art of the Deal in the 1980s, I’ve not been a fan of Donald Trump. In August of 2015, writing in Forbes, I marvelled that he was leading the pack of Republican candidates for President, calling him “untrustworthy,” “fickle,” and an “entertainer playing a businessman.” Nonetheless, I never expected him to be economically illiterate as well.

Many have commented that Trump’s approach to civil liberties appears to be that freedom from discrimination for one group doesn’t result in a net gain for society because “their gain is your loss.” This “zero-sum” thinking is equally clear in his approach to immigration. In Trump’s view – at least as played to his steadfast base – every immigrant is taking a job that would otherwise go to a native-born American.
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How can UK boarding schools help smooth the transition to university for international students?

“One excellent example of specific support for international students is putting final year students in touch with alumni who are currently at the universities the student might be considering”

As parents know, selecting a university is about more than accessing the latest subject and university rankings. The challenge is even harder for parents who may be several thousand miles away, writes Pat Moores, director and co-founder of UK Education Guide.

Therefore, the responsibility for helping international students find the right university often relies on the diligence of boarding schools.

Some schools offer the same support for international students as they do for UK students, but it is hard not to think that they need more, recognising the lack of direct parental input.

As Caroline Nixon, General Secretary of BAISIS comments: “International students need greater support than UK pupils, not the same…parents don’t understand the process and are remote.”

“University websites make it quite difficult to find basic information, as the focus is on a detailed examination of facilities themselves”

Some schools argue that if their pupils are prepared properly, it is right that they lead the process, not the school or parents.

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Documentation in times of crisis

“If documents are destroyed, what options does a student have? What happens when the infrastructure is unstable? If records are held online, but there’s no internet available, how is that information obtained?”

In the event of war, economic hardship or natural disasters, students are not always able to provide the standard educational documents, writes research & knowledge management evaluator at Educational Credential Evaluators Melissa Ganiere. So what can be done in times of turmoil to ensure that student qualifications are accessible?

At ECE, we recommend that institutions try to be flexible when dealing with exceptional cases. However, we understand that schools need to adhere to standards while simultaneously keeping the needs and best interests of the student in mind.

The final decision regarding what documents are acceptable is up to your institution. Some best practices have been adopted for documentation issues you might encounter during a crisis.  These may help you gain flexibility without damaging your credibility.

Our top five guidelines for dealing with unusual situations are:

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International Education in New Zealand: New Applications for “№8 Wire”

“Policymakers are positioning international education within a fragile eco-system where sectors of the economy could collapse without the contributions of international students”

 

In 19th century New Zealand, №8 wire was the preferred wire gauge for sheep fencing, so farms often had plentiful supplies. It was said that one could just about fix anything with a handy piece of №8.

Over time, the idea of №8 wire came to represent the ingenuity, resilience and resourcefulness of New Zealanders and became a symbol of the nation’s ability to improvise and adapt. Today, New Zealand faces an array of more complex challenges.

As if with a piece of №8 wire in hand, Anthony Ogden, executive director of education abroad and exchanges at Michigan State University writes, the nation’s leaders have begun to reimagine international education as a viable strategy that can be repurposed to solve some of the country’s pressing challenges.

Although international education is generally discussed in relation to international student and scholar mobility, it is being framed in New Zealand as a dynamic industry in terms of export value, immigration, and as “supply chain management” to bolster the domestic workforce.

The nation’s policymakers are positioning international education within a fragile eco-system wherein certain sectors of the economy would potentially collapse without the economic and workforce contributions of international students.

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The challenges of providing high quality pastoral care in boarding schools

“The UK’s pastoral care of international students is widely regarded overseas as being one of the major strengths of the UK boarding school… however there are concerns that loopholes still do exist”

The UK’s boarding school system is world class, and attracts students from around the world, writes UK Education Guide director and co-founder, Pat Moores. But with concerns over the lack of agreed guardianship structures, could the reputation be under threat?

The UK’s pastoral care of international students is widely regarded overseas as being one of the major strengths of the UK boarding school system and one that schools and guardians work hard to maintain.

“UK schools are distinctive in the strength of their commitment to pastoral care – they care about this almost as much as they do about academic matters. We hear that it is this ‘holistic’ approach that is so appreciated by overseas families,” said Diana Stewart Brown, Head of Operations at Keystone Tutors Singapore.

However, there are concerns that certain loopholes still do exist and this then relies on the professionalism and conscientiousness of both schools and guardians to make sure, on a case by case basis, all the gaps are filled.

The legal position according to Matthew Burgess from solicitors Veale Wasbrough Vizard is that the school never loses the overall ‘duty of care’ in the case of full time boarding pupils and in the case of day students the ‘duty of care’ rests more heavily on the guardian as the child is effectively being privately fostered and, if under 16, the family the child is living with has to be registered with social services as a foster family.

“As there is no legally defined guardian role, the provision of non-accredited services is open to interpretation”

There is a recognition that getting pastoral support right, from the very moment a child arrives in the UK, can set the tone for a child’s future happiness. Excellent continuity of communication between admissions teams, houseparents, parents and guardians is critical from day one; “the most successful handover of information from admissions to boarding staff is always achieved through conversation as well as information on file,” said Gareth Collier, principal of Cardiff Sixth Form College.

Regarding ongoing care, there seems to be some consensus from schools where challenges still exist.

“The biggest loophole is the approach that we have to school holidays. Houseparents are often the key pastoral lead in most schools but when the holidays come, and these hard working staff take a well-deserved break, [and] there is little school back up to provide often essential information to parents, students and guardians,” adds Gareth Collier.

“Strong partnerships between schools and guardians are essential to providing excellent care to each young person studying in the UK”

During holiday and exeat weekends when schools close, the role of the guardian therefore becomes even more critical. However, as Caroline Nixon, general secretary of BAISIS, pointed out: “currently neither EU nor non-EU students of any age legally have to have a guardian, although BAISIS believes it is best practice for those under 18”.

Additionally, ensuring high quality guardianship provision is a significant challenge as there is no legal framework as to what services a guardian must provide and their role also depends on the pastoral provision of each individual school.

“The guardian role can cover everything from arranging dental appointments, registering with a doctor to dealing with a child who is potentially about to be excluded from school,” said Julia Evans, Director of Cambridge Guardian Angels.

For this reason, BAISIS has recently created a template for an agreement between individual BAISIS schools and their students’ guardians which outlines the school’s expectations of a guardian’s responsibilities.

AEGIS, The Association for the Education and Guardianship of International Students, has also gone a long way to adding structure to the guardianship role. AEGIS accredits UK guardianship organisations through a rigorous inspection process and Yasemin Wigglesworth, executive officer at AEGIS, said: “more schools are now insisting that an international student has an AEGIS accredited guardian or close family member in the UK as a condition of admission.”

Currently there are approximately 27,000 International students in the UK aged 18 and under with parents living abroad, but only around 5,000 are in the care of AEGIS registered guardians. This is not to suggest that the care provided by non-AEGIS members is sub-standard but, as there is no legally defined guardian role, the provision of non-accredited services is open to interpretation by each provider and many of these students will not have a guardian at all.

As acknowledged, high quality pastoral care is something that sets UK education providers ahead of international competitors but, in the absence of legal frameworks, strong partnerships between schools and guardians are essential to both maintaining this competitive advantage and providing excellent care to each young person studying in the UK.