IIE Networker - Fall 2005 - 46

sional Development visa has reduced the “red tape” and made it easier for Australian institutions to provide customized professional development training for employees of government organizations and firms from other countries. New Modes of Supply I have saved the most interesting areas of activity until last, for it is the new modes of supply that offer great potential for diversification. These are cross-border delivery, commercial presence and movement of natural persons. The traditional area of activity has been study in Australia, technically known as consumption abroad. Australia’s success in attracting international students in this mode is due to a number of factors. These include high quality supported by strong quality assurance measures, Australia’s world-leading suite of student assurances, English as the national language and a general attraction to the Australian standard of living, lifestyle and environment. Our research tells us that for many, the Australian education experience offers a sense of “freedom” not available elsewhere. Australia promotes a transparent diversity in our international student population through a nondiscriminatory student visa system where assessment is a function of compliance by level of study and country, not subject to any quota. As compliance improves, and that is generally the case, student visa application requirements are eased. This is a win-win situation supported by a world-leading online application and visa monitoring system. Australia already attracts students from virtually every country in the world and the hope is that we will continue to do so. educational standards. Nor should it be. Australian Education International is currently discussing a range of alternatives with Australian institutions with the goal of making a recommendation to the government. The eventual goal is for consumers to be able to confidently identify the presence of effective Australian quality assurance when it is available no matter where or how the education or training is delivered. 2. Vocational education and training. The second issue is how to extend the success of our universities to our vocational education and training colleges. Australia’s vocational education and training system is attracting considerable interest from many countries, especially those with high growth and a need for highly skilled workforces with a mix of theoretical and practical skills. What appeals is Australia’s approach of close consultation with industr y, flexible deliver y and competency-based assessment. Again consultations are in train with our providers on the best way to increase awareness of Australia’s expertise, capability and capacity in this area and this will become a priority for us as we explore areas of mutual benefit at the government-to-government level in several countries. Alliances I also believe that institutions and organizations will increasingly come together in alliances to meet the demands of complex education and training projects. We are seeing this in the consortia that have formed to deliver education online and some Australian institutions are already involved. Projects may involve combinations of several modes of supply, with participants contributing expertise and resources as required. Under this scenario small (or large) organizations with niche expertise, underutilized capacity, or a desire for incremental expansion into new areas will search for, enter and eventually exit projects. Australian Education International has recently developed some guidelines on how this is best done and is very interested in supporting our institutions that wish to explore this type of activity. Diversification offers an element of national risk management by counteracting narrow-based demand surges. The fastest growing of the new modes–particularly for our higher education institutions with some 60,000 enrollments in 2003–has been delivery offshore known technically as commercial presence. This activity is generally conducted under a partnership or similar arrangement with a local institution. Here the emphasis is on the quality of the education delivered, although many of the personally transforming elements of education in another country are not available. Many courses include periods of study in Australia. Australia’s domestic expertise in distance education is also transferring readily to the online cross-border mode, frequently in association with residential study either locally or in Australia. Two issues have emerged: 1. Quality assurance crucial. The first is how to best provide quality assurance outside Australia’s legal jurisdiction. Australian domestic quality assurance frameworks generally include the overseas operations of Australian-based institutions and this is proving very effective to date. However, it is clear that Australian-based operation is not necessary for the international delivery of Australian education to Australian Diversification: Path to the Future Although subject to the occasional geopolitical pressure there is little doubt that the international dimension of education will be increasingly a part of everyday education. Knowledge is no longer localized. International collaboration is the norm for research. The Internet can bring together students in the remotest of regions. National workforces are increasingly seen as components of the global workforce. There is increasing international recognition of qualifications. And quality and delivery will be judged by international benchmarks. Yet within this common international framework there will be great diversity. Australia is already a leading participant and believes that a national strategy that embraces diversification is the path to an exciting future of global opportunity and reward. Fiona Buffinton is Chief Executive Officer of Australian Education International, a group within the Australian government’s Department of Education, Science and Training that leads a “whole of government” approach to Australia’s international education activities.

IIE Networker - Fall 2005

Table of Contents for the Digital Edition of IIE Networker - Fall 2005

IIE Networker - Fall 2005
Message from Allan E. Goodman
Up Front: The International Education Diary
Study Abroad for Students of Color
Programmatic Diversity Versus Unplanned Information Flows
Nurturing Leadership and Social Change: The Mission of the Ford Foundation International Fellowships Program
Study Abroad
Study Abroad
Science and Engineering
Students with Disability
The Browser: Index of Advertisers
IIE Networker - Fall 2005 - IIE Networker - Fall 2005
IIE Networker - Fall 2005 - Cover2
IIE Networker - Fall 2005 - 3
IIE Networker - Fall 2005 - Contents
IIE Networker - Fall 2005 - 5
IIE Networker - Fall 2005 - 6
IIE Networker - Fall 2005 - Message from Allan E. Goodman
IIE Networker - Fall 2005 - Up Front: The International Education Diary
IIE Networker - Fall 2005 - 9
IIE Networker - Fall 2005 - 10
IIE Networker - Fall 2005 - 11
IIE Networker - Fall 2005 - 12
IIE Networker - Fall 2005 - 13
IIE Networker - Fall 2005 - 14
IIE Networker - Fall 2005 - 15
IIE Networker - Fall 2005 - Study Abroad for Students of Color
IIE Networker - Fall 2005 - 17
IIE Networker - Fall 2005 - 18
IIE Networker - Fall 2005 - 19
IIE Networker - Fall 2005 - 20
IIE Networker - Fall 2005 - 21
IIE Networker - Fall 2005 - 22
IIE Networker - Fall 2005 - 23
IIE Networker - Fall 2005 - 24
IIE Networker - Fall 2005 - 25
IIE Networker - Fall 2005 - 26
IIE Networker - Fall 2005 - 27
IIE Networker - Fall 2005 - Programmatic Diversity Versus Unplanned Information Flows
IIE Networker - Fall 2005 - 29
IIE Networker - Fall 2005 - 30
IIE Networker - Fall 2005 - 31
IIE Networker - Fall 2005 - Nurturing Leadership and Social Change: The Mission of the Ford Foundation International Fellowships Program
IIE Networker - Fall 2005 - 33
IIE Networker - Fall 2005 - 34
IIE Networker - Fall 2005 - 35
IIE Networker - Fall 2005 - Study Abroad
IIE Networker - Fall 2005 - 37
IIE Networker - Fall 2005 - 38
IIE Networker - Fall 2005 - Study Abroad
IIE Networker - Fall 2005 - 40
IIE Networker - Fall 2005 - 41
IIE Networker - Fall 2005 - Africa
IIE Networker - Fall 2005 - 43
IIE Networker - Fall 2005 - Australia
IIE Networker - Fall 2005 - 45
IIE Networker - Fall 2005 - 46
IIE Networker - Fall 2005 - 47
IIE Networker - Fall 2005 - Science and Engineering
IIE Networker - Fall 2005 - 49
IIE Networker - Fall 2005 - 50
IIE Networker - Fall 2005 - 51
IIE Networker - Fall 2005 - Students with Disability
IIE Networker - Fall 2005 - 53
IIE Networker - Fall 2005 - 54
IIE Networker - Fall 2005 - 55
IIE Networker - Fall 2005 - 56
IIE Networker - Fall 2005 - The Browser: Index of Advertisers
IIE Networker - Fall 2005 - 58
IIE Networker - Fall 2005 - Cover3
IIE Networker - Fall 2005 - Cover4