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Foreign Students Bring $20 Billion to Australia

Australia/Noviembre de 2016/Autores: John Ross y Julie Hare/Fuente: Inside Higher Ed

RESUMEN: El valor de la educación internacional para Australia ha superado los 20.000 millones de dólares australianos (14.800 millones de dólares EE.UU.), lo que confirma la posición de la industria como la tercera fuente de ingresos del país y la mayor exportación de servicios. Nuevas cifras de la Oficina Australiana de Estadísticas muestran que la educación internacional ha eliminado un cóctel de problemas -incluyendo un alto dólar australiano, administración de visas oficiosas y ataques contra estudiantes extranjeros- para publicar un nuevo récord de ingresos.Los expertos dicen que el resurgimiento podría acelerar, si la exitosa campaña presidencial de Brexit y Donald Trump llega a los dos mayores competidores de Australia. Las cifras publicadas la semana pasada mostraron que el crecimiento en el número de estudiantes chinos matriculados en instituciones de Estados Unidos el año pasado fue el más bajo en una década.

International education’s value to Australia has surged past 20 billion Australian dollars ($14.8 billion U.S.), confirming the industry’s status as the country’s third-biggest earner and easily the largest export of services.

New figures from the Australian Bureau of Statistics show that international education has shrugged off a cocktail of problems — including a high Australian dollar, officious visa administration and attacks against foreign students — to post a new revenue record.

Experts say the resurgence could accelerate, if Brexit and Donald Trump’s successful presidential campaign stem student flows to Australia’s two biggest competitors. Figures released last week showed that the growth in the number of Chinese students enrolling at U.S. institutions last year was the lowest in a decade.

Australia’s international education exports totaled 20.3 billion Australian dollars ($15 billion) last financial year, an 8 percent rise compared with 2014-15.

The figure includes fees and onshore spending on goods and services such as food and accommodation, as well as royalties, consultancies and other related services.

Most of the income came from foreigners studying at universities, with the higher education sector attracting about 14 billion Australian dollars ($10.4 billion).

Vocational training institutions earned about 3 billion Australian, English language colleges 1 billion and schools 800 million ($2.2 billion, $740 million and $592 million, respectively).

Universities Australia, which represents institutions, said international education helped sustain Australian living standards, supporting more than 130,700 jobs.

It said more than 320,000 students from 130 countries were currently studying in Australia’s universities.

“Through the exchange of students on a grand scale, we’re forging relationships that underpin our future diplomacy, trade, business links, cultural insight and personal connections,” said Universities Australia’s chief executive, Belinda Robinson.

Meanwhile, newly released government data reveal that Australia’s most prestigious universities are continuing to increase dramatically the number of international students they enroll, largely to help cover the costs of research.

While the national average was just shy of 20 percent international student enrollments, last year Melbourne University enrolled 18,384 overseas students — or 31.2 percent of its total enrollment, up from 16,140 the previous year.

Melbourne was followed by the Australian National University, with 28 percent international students.

The University of Sydney, University of New South Wales, Monash University, University of Technology Sydney and RMIT University all had more than one in four students from overseas.

Previous research has demonstrated that international students not only subsidize the teaching of domestic students but also keep afloat the multimillion-dollar research efforts of major universities.

However, Melbourne’s overseas student enrollments pale in comparison with Federation University in Ballarat, where 42.5 percent of students come from overseas, and Gold Coast-based Bond University, with 41.3 percent.

Local undergraduate students contribute 10,440 Australian dollars ($7,729) a year to study business. For international students, fees to study for a business degree next year range from 19,920 Australian dollars ($14,746) at the University of New England to 39,264 Australian dollars ($29,065) at research-intensive Melbourne University.

Phil Honeywood, chief executive of the International Education Association of Australia, warned that any increase in students deciding against the U.S. or Britain could be tempered by increased competition from Canada, China and New Zealand.

Fuente: https://www.insidehighered.com/news/2016/11/23/international-education-20-billion-industry-australia

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Sudáfrica: Zuma Extends Fees Commission Deadline

Sudáfrica/Noviembre de 2016/Fuente: All Africa

RESUMEN: El presidente Jacob Zuma ha prorrogado el plazo para que la comisión de comisiones complete su informe al 30 de junio de 2017, dijo la Presidencia el miércoles. Recibió la Comisión de Investigación sobre el informe interino de Educación Superior y Capacitación a principios de este mes. Se estableció en enero para investigar la viabilidad de la educación superior gratuita en Sudáfrica. Se esperaba que el informe final se completara en ocho meses. El mandato de la comisión fue modificado para prever la prórroga. El portavoz de la Presidencia Bongani Ngqulunga dijo que el presidente de la comisión, el juez Jonathan Heher, había presentado el informe provisional a Zuma después de que sólo tres de los ocho conjuntos propuestos en los que la comisión había dividido su trabajo se habían completado. La estructura se determinó en un esfuerzo para llegar a una comprensión completa de los factores que afectan a la educación superior y la formación en Sudáfrica. Su mandato incluye examinar la sostenibilidad financiera y la autonomía institucional de las universidades; Y evaluar las funciones que deben desempeñar el gobierno, las universidades, el sector privado y los estudiantes en el financiamiento de la educación superior.

President Jacob Zuma has extended the deadline for the fees commission to complete its report to June 30, 2017, the Presidency said on Wednesday.

He received the Commission of Inquiry into Higher Education and Training’s interim report earlier this month.

It was established in January to investigate the feasibility of free higher education in South Africa.

The final report was expected to be completed within eight months. The commission’s terms of reference were amended to make provision for the extension.

Presidency spokesperson Bongani Ngqulunga said that the commission chairperson, Judge Jonathan Heher, had submitted the interim report to Zuma after only three of the proposed eight sets into which the commission had divided its work had been completed.

The structure was determined in an effort to reach a full understanding of the factors affecting higher education and training in South Africa.

Its terms of reference include looking at the financial sustainability and institutional autonomy of universities; and assessing the roles government, universities, the private sector, and students should play in funding higher education.

Fuente: http://allafrica.com/stories/201611240233.html

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Reino Unido Student march: Thousands protest education cuts in central London

Europa/Reino Unido/Noviembre de 2016/Fuente: Evening Standard

RESUMEN: Más de 15.000 estudiantes y profesores marcharon hoy por el centro de Londres pidiendo al gobierno que garantice el acceso a una educación gratuita y de calidad. La manifestación organizada por la Unión Nacional de Estudiantes (NUS) vio a los manifestantes reunirse cerca del Parlamento con carteles que decían: «Sin honorarios, sin recortes, sin deuda». Los oradores, entre ellos Owen Jones y la presidenta de la NUS, Malia Bouattia expresaron su oposición a la Ley de Educación Superior, que permitirá a las universidades de Inglaterra aumentar sus tasas de matrícula en línea con la inflación. La Sra. Bouattia dijo: «El gobierno está a la altura de un experimento de mercado profundamente arriesgado e ideológicamente liderado en la educación superior y superior, y los estudiantes y profesores, que sufrirán más como resultado, están claros que esto no puede permitirse. «

Over 15,000 students and lecturers marched through central London today demanding the government ensures access to free, quality education.

The demo organised by the National Union of Students (NUS) saw protestors gather near Parliament holding signs which said: “No fees, no cuts, no debt”.

Speakers including Owen Jones and NUS president Malia Bouattia voiced their opposition to the Higher Education Bill, which will allow universities in England to increase their tuition fees in line with inflation.

Ms Bouattia said: “The government is running at pace with a deeply risky ideologically led market experiment in further and higher education, and students and lecturers, who will suffer most as a result, are clear that this can’t be allowed to happen.”

This week, before the bill has even been properly debated in parliament – let alone passed – universities are already advertising fees above £9,000.”

She added that she believed over 15,000 students and lecturers were in attendance.

Labour leader Jeremy Corbyn appeared in a short video pledging his support for campaigners, while Green Party deputy leader Amelia Womack took to the stage to back demonstrators.

The NUS has called on students to boycott the National Student Survey – an annual census the union claimed will allow the Government to hike tuition fees further.

The union’s vice president for higher education Sorana Vieru told the crowd: «This huge upheaval of higher education is not about the needs of students, but about the needs of businesses.

«Its mantra is education for profit, not for public good.»

Left-wing Jones also spoke, saying: «A society that fails to invest in education, that fails to invest in young people, fails to invest in it’s own future.»

He accused the Government of «vandalism on an industrial scale».

The Higher Education and Research Bill is due to have its third reading in Parliament on Monday.

The NUS organised an afterparty for students who attended the demo at Goldmsith’s Student Union in south London.

Fuente: http://www.standard.co.uk/news/london/student-march-thousands-protest-education-cuts-in-central-london-a3399941.html

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Gib University looks to Africa for partnerships

África/Noviembre de 2016/Fuente: Gibraltar Chronicle

RESUMEN: El suplemento de educación superior del Times informó que la Universidad de Gibraltar buscaba asociaciones en África. Su vice-canciller Daniella Tilbury dijo al Times que la ubicación geográfica ideal de la universidad «ofrece opciones en Europa y más allá». El profesor Tilbury dijo que la universidad había recibido mucho interés de Asia, pero que se sentía bien para que comenzara a establecer asociaciones en África, «debido a nuestra proximidad, a causa de nuestra historia y de nuestras conexiones interculturales». Explicó que la oferta de la universidad no es exclusiva para los estudiantes locales y que el objetivo de Gibraltar es consolidar su posición estratégica -como un territorio de ultramar británico situado entre Europa y África- para consolidar su posición en el sector de la educación superior internacional .

The Times Higher Education supplement reported the University of Gibraltar was looking to Africa for partnerships. Its vice-chancellor Daniella Tilbury told the Times the university’s ideal geographical location “affords options in Europe and beyond”.

Professor Tilbury said the university had received a lot of interest from Asia, [but] it felt right for it to start brokering partnerships in Africa – “because of our proximity, because of our history and intercultural connections”.

She explained that the university’s “offer isn’t [solely] for local students”, and Gibraltar’s aim is to build on its strategic position – as a British overseas territory situated between Europe and Africa – to solidify its position in the international higher education sector.

Because of this, she said, she was less worried about the effects of Brexit than a UK university vice-chancellor might be, although she shared the universal concerns about access to research funding.

“Africa has got the fastest-growing demographic in terms of potential students in HE. We have Spanish, French and English [people] as common practice in Gibraltar, and obviously all of that will facilitate a lot of the international brokering,” she added.

Fuente: http://chronicle.gi/2016/11/gib-university-looks-to-africa-for-partnerships/

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Nueva Zelanda: PTEs, schools drive value growth closer to 2025 targets

Oceanía/Nueva Zelanda/Noviembre de 2016/Fuente: The PIE News

RESUMEN: El informe Impacto económico de la educación internacional: 2015/16, publicado en octubre, ha valorado la industria en $ 4.28bn, un aumento de $ 1.43bn, o poco más del 50%, desde la evaluación anterior realizada en 2014. El informe atribuyó el crecimiento del valor a un aumento de 25% en los estudiantes, junto con un aumento en el costo de los gastos de vida, así como una metodología mejorada y reconoció que algunos sectores pueden haber sido infravalorados en el informe anterior. While all sectors experienced some level of growth, private training establishments (PTEs) and schools lead, combining to contribute $856m, more than half of overall growth, compared to 12% from the universities sector.

The Economic Impact of International Education: 2015/16 report, released in October, has valued the industry at $4.28bn, an increase of $1.43bn, or just over 50%, since the previous valuation conducted in 2014.

The report attributed the value growth to a 25% increase in students coupled with an increase in living cost expenditure, as well as an improved methodology and acknowledged some sectors may have been undervalued in the earlier report.

While all sectors experienced some level of growth, private training establishments (PTEs) and schools lead, combining to contribute $856m, more than half of overall growth, compared to 12% from the universities sector.

Market diversification has assisted in the growth of numbers in the PTE sector. We are now seeing more students from emerging markets such as Latin America, Russia and other Commonwealth of Independent States countries coming for academic programmes,” said Rachel Honeycombe, marketing & student services manager of private provider Auckland Institute of Studies.

The new valuation also sees PTE’s market share approaching parity with universities, which Honeycombe said was a result of private institutions “aggressively marketing in many of [those] markets for brand awareness” in a bid to compete with universities.

Schools International Education Business Association of New Zealand (SIEBA) executive director John van der Zwan attributed the schools sector’s strong growth to the sector roadmaps developed in 2014 to guide the industry towards meeting the targets, including the $5bn economic contribution goal, set out in the 2011 Leadership Statement for International Education.

“Confidence in the school sector is high and schools are excited about the benefits of international education. We expect this to continue next year and for schools to look for new and exciting ways to attract students and provide quality international education,” he told The PIE News.

Chris Whelan, executive director of Universities New Zealand said the growth was evidence the “industry’s international marketing efforts are paying dividends.”

He added universities had experienced consistent and sustainable growth and there were more opportunities for the sector to grow further.

“The pathway rates from secondary school to the tertiary sector have been low in New Zealand compared to many of our competitor markets. We are working to change this,” he said, adding the recently introduced five-year pathway visa may encourage more students to remain within New Zealand and continue their studies.

The latest valuation places international education as the country’s fourth largest export.

“ENZ is putting more effort and resource into raising public awareness of the value of international students to our economy and society. We see this as an important, long-term commitment,” said ENZ chief executive Grant McPherson.

He pointed to the release of the economic impact report as a particular way to add to New Zealanders’ understanding and awareness of international education.

As the industry nears its $5bn target ahead of schedule, McPherson said the upcoming international education strategy would set new targets for desired outcomes.

He said it was expected the new outcomes would cover social, cultural and economic objectives and the current draft period would “determine what’s achievable and how to measure any non-economic objectives.”

The next economic impact report is expected to be an interim report in 2018, followed by a full report in 2020.

Fuente: http://thepienews.com/news/nz-ptes-schools-drive-value-growth-closer-2025-targets/

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France inks MoU to offer 200 scholarships to unprivileged Pakistani students

Europa/Francia/Noviembre de 2016/Autor: Parvez Jabri/Fuente: Brecorder

RESUMEN: Francia y Pakistán han firmado un memorando de entendimiento (MoU) que ofrece 200 becas basadas en las necesidades de los estudiantes pakistaníes no privilegiados en varios temas para promover la cooperación educativa entre los dos países. El MOU fue firmado por el Embajador de Francia en Pakistán Martine Dorance y el Presidente de la Comisión Superior de Educación (HEC), Dr. Mukhtar Ahmed, en una simple ceremonia aquí en la residencia del enviado francés el viernes. Las becas estarán disponibles a partir del próximo año. La embajadora de Francia, en sus declaraciones en la ocasión, dijo que el Memorando de Entendimiento reforzará los puentes entre las dos personas. La educación superior fue uno de los pilares de la cooperación Pak-Francesa y el Memorando de Entendimiento firmado hoy daría becas a aquellos estudiantes que no tuvieran medios suficientes para continuar su educación.

France and Pakistan have inked a memorandum of understanding (MoU) offering 200 needs-based scholarships to the unprivileged Pakistani students in various subjects for promoting educational cooperation between the two countries.

The MOU was signed by French Ambassador to Pakistan Martine Dorance and Higher Educational Commission (HEC) Chairman Dr Mukhtar Ahmed in a simple ceremony here at the residence of French envoy late Friday. The scholarships would be available from next year.

The French ambassador, in her remarks on the occasion, said the MoU would further cement bridges between the two people. Higher education was one of the pillars of Pak-French cooperation and the MOU, signed today, would give scholarships to those students, who did not have sufficient means, to continue their education.

Later, the envoy hosted the annual dinner in honour of Pakistan-France Alumni Network (PFAN). In her remarks on the occasion, she said 500 students from Pakistan were already in France to pursue their studies in different subjects in French educational institutions. France, she said, was the world’s third destination for international students and it would like to have more students from Pakistan.

A delegation of Pakistani educationists led by HEC Chairman Dr Mukhtar Ahmed visited France early this year, which was quite fruitful and after exchange of views it was decided then to further increase partnership between the two countries, she said. Pakistani universities, she said, had also agreed to introduce new programmes in that regard and would open up information centres in Karachi, Lahore, Faisalabad and Peshawar to let students know of the available opportunities in French institutions.

The French envoy said members of the PFAN were Pakistan’s ambassadors in France whenever they were visiting there. Similarly, they were French ambassadors while working in Pakistan. «You are the bridge between the two countries,» she added.

«We want to forge long lasting relations between France and Pakistan. We wish you will return to France as businessmen and as investors,» she said while referring to PFAN members.

She thanked the HEC chairman for his efforts in promoting Pak-French cooperation in the field of education.

The envoy said after a very successful Pakistan Day in France in June this year, it was decided to organize a French Day in Pakistan next year.

Speaking on the occasion, HEC Chairman Dr Mukhtar heaped praise on the French envoy, saying she infused a new impetus into Pak-French relations hence ties between the two countries were growing.

He said a conference on archaeology would be organized in Lahore next year and another moot on Gandhara Art was being planned in France in 2018, which would help enhance cultural cooperation between the two sides.

He said Pakistani universities would set up Knowledge Parks in different campuses to promote cooperation between the two countries . All the work had been done to set up an advanced study in climate and the French government had shown interest to be a partner in that regard, he added.

The dinner was attended by Secretary Science and Technology Fazal Abbas and members of the PFAN and vice chancellors of various universities.

PFAN President Dr Khalid Saleem, in his remarks on the occasion, expressed his gratitude to the French envoy for hosting a dinner for PFAN members and assured her it would continue to work for strengthening links between Islamabad and Paris.

Fuente: http://www.brecorder.com/pakistan/general-news/327660-france-inks-mou-to-offer-200-scholarships-to-unprivileged-pakistani-students.html

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Nueva Zelanda: Online schools make for ‘wild west’ education system

Oceanía/Nueva Zelanda/Noviembre de 2016/Autor: John Gerritsen/Fuente: RNZ

RESUMEN: Se advirtió al gobierno que las escuelas podrían enfrentarse a aulas vacías si un gran número de estudiantes se trasladan a escuelas en línea. El Proyecto de Enmienda de la Educación (Actualización) ha propuesto permitir a las escuelas, instituciones terciarias y empresas privadas crear escuelas en línea que ofrezcan cualquier cosa desde una asignatura hasta un plan de estudios completo. Documentos obtenidos por la Asociación de Maestros de Primaria muestran que el Ministerio de Educación dijo al gobierno este año que las escuelas podrían conducir a un aumento significativo en la matrícula por correspondencia. Dijo que la actual escuela de educación a distancia, Te Kura (la Escuela de Correspondencia), podría perder matrículas y tal vez sufrir un éxodo masivo de estudiantes. Dijo que los mejores resultados parecían venir del aprendizaje combinado, donde la enseñanza en línea y cara a cara era mixta. El ministerio inicialmente recomendó que las escuelas en línea tuvieran que emplear maestros registrados.

The government was warned schools could face empty classrooms if large numbers of students transferred to online schools.

The Education (Update) Amendment Bill has proposed allowing schools, tertiary institutions and private companies to set up online schools offering anything from one subject to a full curriculum.

Documents obtained by the Post Primary Teachers Association show the Education Ministry told the government this year that the schools could lead to a significant increase in correspondence enrolments.

It said the existing distance education school, Te Kura (the Correspondence School), could lose enrolments and perhaps suffer a mass exodus of students.

It said the best results appeared to come from blended learning, where online and face-to-face teaching was mixed.

The ministry initially recommended online schools be required to employ registered teachers.

It later said that would only apply to regular schools with online operations. The Education Minister could decide the number of registered teachers required by online schools run by private entities or tertiary institutions, it said.

It said the government should fully fund full-time enrolments in the schools, but students could pay for one or two subjects on top of a full-time education.

The ministry said the Education Minister could set restrictive requirements on the first online schools.

A June document referred to POLs (Providers of Online Learning). But in July the documents called them COOLs (Communities of Online Learning).

The documents raised concerns about students failing in online schools. It suggested ways to avoid that happening.

Post Primary Teachers Association president Angela Roberts said the government should remove the schools from the Education Act update.

She said the union supported distance education, but the bill would encourage «wild west» competition.

«This does nothing to support the substantial online system that we have across the country at the moment.

«It just cashes up our education system for private providers,» she said.

Ms Roberts said the documents showed the government had thought about online schools for some time. It should have consulted with education sector groups, she said.

Principals Federation president Iain Taylor said online schools could harm enrolments, especially in small, rural schools.

Education Minister Hekia Parata said the online schools would provide more choices for students.

«They will not replace schools, they will supplement and complement them,» she said.

«Many students who learn online will do so where a particular subject, like Mandarin, or Te Reo Māori, are not available at their local school, or where they wish to take more advanced studies in subjects like chemistry.»

Ms Parata said most students would not undertake full-time online learning. However, it might be the best option for some who were disengaged from school, home-schooled, or living in isolated areas.

She said the schools might also cater for gifted students, those who were itinerant or of ill-health and those who lived overseas, but wanted New Zealand qualifications.

Ms Parata said Communities of Online Learning providers would face a rigourous accreditation process and ongoing monitoring.

Fuente: http://www.radionz.co.nz/news/national/317961/online-schools-make-for-‘wild-west’-education-system

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