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Education a core pillar in Brunei-Australia ties

Australia/Enero de 2018/Fuente: Borneo Bulletin

Resumen:

BRUNEI es un país importante en la región para Australia, y uno de los aspectos más significativos de la relación bilateral entre los dos países es la educación, destacó Nicola Rosenblum, Alto Comisionado de Australia a Brunei Darussalam durante una entrevista con el Boletín.

Explicando más sobre esta relación bilateral, el alto comisionado dijo que Brunei es «un país regionalmente importante para Australia» y que «Asean es realmente una parte clave de su vecindario».

«Para nosotros, Asean es estratégicamente importante, y dentro de ese (contexto) tenemos vínculos bastante estrechos con Brunei porque tenemos vínculos históricos de la Commonwealth, y también porque en realidad tenemos una historia militar compartida interesante», dijo, y señaló que Australia dirigió las fuerzas aliadas que desembarcaron en Brunei en 1945 como parte de la campaña para liberar Borneo.

BRUNEI is an important country in the region for Australia, and one of the most significant aspects to the bilateral relationship between the two countries is education, highlighted Nicola Rosenblum, the Australian High Commissioner to Brunei Darussalam during an interview with the Bulletin.

Explaining further on this bilateral relationship, the high commissioner said that Brunei is “a regionally important country for Australia” and that “Asean is really a key part of her neighbourhood”.

“For us, Asean is quite strategically important, and within that (context) we actually have quite close ties to Brunei because we have historical Commonwealth links, and also because we actually have an interesting shared military history,” she said, noting that Australia led the Allied forces that landed in Brunei in 1945 as part of the campaign to liberate Borneo.

“Our trading relationship is about half a billion dollars a year. A lot of that is petroleum – Australia buys oil from Brunei – but it’s also food in the other direction. So Australia supplies quite a lot of meat, in particular, to Brunei.”

Increasingly, this has come to include education and air services, she said, such as “Australians flying Royal Brunei Airlines, Bruneians choosing to study in Australia, and increasingly, Australians coming to Brunei”.

Nicola Rosenblum, the Australian High Commissioner to Brunei Darussalam. – DANIAL NORJIDI

“Australia is the second-largest desti-nation for Bruneian students studying overseas, so we have around 400-500 Bruneian students in Australia at any one time,” she said, adding that some of the students are on government scholarships and some on twinning programmes from Universiti Brunei Darussalam (UBD).

The high commissioner also shared that under the New Colombo Plan – an Australian Government initiative – Australians can study and work in the region.

“This year, we’re expecting probably 40 Australian students to come to Brunei for work and study placements,” she said. “Most will be (in Brunei) for a relatively short-term – a few weeks or a few months, doing things like environmental science, physiotherapy and disability studies… They’ll actually come to learn from Brunei in its area of expertise.”

Rosenblum also shared that the Study in Australia Fair will be held on February 9, where the Australian High Commission will bring Australian universities to Brunei to allow Bruneian students to meet directly with university representatives.

“We also have the Endeavour Awards, a scholarship programme that Bruneians are eligible to apply for. We have had some Bruneian students study in Australia under the Endeavour Awards,” she said.

The high commissioner also noted that Brunei’s Mahakarya Institute of Arts has formed a relationship with TAFE Queensland to set up a film school in Brunei. “That will actually be delivering Australian film studies qualifications to Brunei, so that will be a completely different way of kind of looking at that education relationship,” she said.

The high commissioner said, on the sidelines of the Asean-Australia Special Summit taking place in March, there will be a business summit gathering CEOs from each of the Asean member countries to Australia to meet with Australian CEOs.

“I’m expecting at least five CEOs from Brunei to participate in that summit, where attendees will be looking at ways to try and expand economic and business links between Australia and Asean,” Rosenblum said.

She also said efforts will be made at the summit to inform Australian businesses how they could expand into the Asean market and “how they can target Asean markets for development, for investment, or for expanding their own economic footprint”.

“For a lot of them, it might feel like a big step or they might not be aware of the opportunities that are available in Asean.”

Fuente: https://borneobulletin.com.bn/education-a-core-pillar-in-brunei-australia-ties/

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Australia: El deterioro de las condiciones laborales aumenta el estrés de los docentes

Los docentes australianos han protestado contra el deterioro de las condiciones de trabajo en el sector de la educación técnica y superior en Victoria, que constituye una amenaza directa para la educación de calidad.

Los docentes y los defensores de la enseñanza técnica y superior (TAFE, por sus siglas en inglés) se reunieron el 12 de diciembre frente a la oficina de Gayle Tierney, miembro estatal de Victoria Oeste, para protestar contra el intento del Gobierno estatal de empeorar las condiciones laborales de los docentes de TAFE. Tierney es Ministra de Formación y Competencias y Ministra de Corrección en el Gobierno de Victoria dirigido por Daniel Andrews.

Dicha manifestación respaldó la campaña publicitaria específica puesta en marcha por elAustralian Education Union (AEU) en Geelong, la segunda ciudad más grande en el Estado de Victoria, que comprendió vallas publicitarias y anuncios en los periódicos.

«Los docentes de TAFE representan la base de nuestro sistema de enseñanza y de formación», afirmó la presidenta del AEU Victoria, Meredith Peace. «Les apasiona asegurarse de que sus alumnos consigan la mejor formación y las mejores oportunidades de empleo». El Gobierno de Andrews pretende aumentar las horas lectivas de los docentes de TAFE en casi un 20%.

Aumento de la carga de trabajo

«Los docentes de TAFE ya están sobrecargados, ya que trabajan una media de 6.8 horas extra semanales», insistió Peace. Nueve de cada diez profesores de TAFE declara que su carga de trabajo administrativo ha aumentado en los últimos 12 meses, según la encuesta de 2017 del AEU Victoria titulada “State of our TAFEs”.

El estrés laboral, debido a unos «niveles insostenibles de trabajo administrativo y de cumplimiento», hace que «el 75 por ciento de los docentes de TAFE se haya planteado abandonar su trabajo», añadió Peace.

«Sobrecargados hasta el límite», los docentes de TAFE ya están realizando horas extraordinarias excesivas, cuentan con menos tiempo para preparar las lecciones, pero ofrecen a los alumnos una educación y una formación de la más alta calidad. «Cuando pierden los docentes, también pierden los alumnos», sostuvo Peace.

Una juventud perdida

Y, con un índice de desempleo en Geelong que se sitúa actualmente en un 10 por ciento, la situación para los jóvenes no mejorará si el Gobierno de Andrews hace que cada vez resulte más difícil para los docentes de TAFE ofrecer a los alumnos las competencias, la formación y el apoyo que requieren para adquirir un empleo, añadió Peace.

Reiterando que Daniel Andrews fue elegido porque prometió salvar la TAFE, Peace destacó el hecho de que «abandonar a los docentes de TAFE y esperar que acepten un acuerdo empresarial que empeora sus condiciones laborales no significa salvar la TAFE ni tampoco actuar en interés de los alumnos y la comunidad de Victoria».

La encuesta completa del AEU Victoria de 2017 “State of our TAFEs”, publicada el 1 de diciembre de 2017, se encuentra disponible aquí.

Fuente:  https://www.ei-ie.org/spa/detail/15633/australia-el-deterioro-de-las-condiciones-laborales-aumenta-el-estr%C3%A9s-de-los-docentes

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Australia: NSW Education Department: Schools principals not ready for head gig

Australia / 10 de enero de 2018 / Por: Kylar Loussikian / Fuente: https://www.dailytelegraph.com.au

THE overwhelming majority of school principals say they are underprepared for the job because of a lack of proper guidance and support.

Only one-third of principals were confident there was “probably” a clear path for them in preparing for the kind of school they headed.

That applied for just 11 per cent for principals at special needs schools, according to federal Education Department analysis released through freedom of information.

The survey of nearly 1000 principals, marked “commercial-in-confidence” and prepared for the department by Orima Research, also found a majority of principals felt they did not have adequate support to prepare for the job.

“Less than half of principals (44 per cent) considered (structured professional development opportunities) to be adequately addressed, while only about one quarter as many (12 per cent) considered (improving the attractiveness of the principal’s role) to be adequately­ addressed,” the ­research analysis reads.

Education Minister Simon Birmingham said the government late last year asked the Australian Institute for Teaching and School Leadership to come up with a new process to find and train principals.

“We need the best possible principals to get the best outcomes­ for Australian students,” Senator Birmingham said yesterday.

“It is absolutely vital that our principals have the skills and support they need to succeed­, so that our children succeed. Feedback like this is why AITSL is currently developing­ a pre-certification process­ to help ensure those on leadership pathways are equipped with the necessary skills to become­ successful school leaders­.”

The survey was conducted with 985 principals at primary, secondary and special needs schools in late 2016, and later separately analysed by the department­ last year. It also found a broader problem with frustration over workloads and relative salaries in teaching.

Businessman David Gonski is now reviewing how to improve the quality of teaching, after the Turnbull government last year passed major reforms to the schools funding system.

The survey warns that there is “anecdotal evidence to suggest­ teachers are more frustrated­ now than ever ­before that their salaries do not match the workload or expectation of the profession”.

“A number of teachers and principals are leaving because the demands of the profession are becoming unrealistic,” it reads. And there is “little incentive­ to undertake extra work for little reward” in a program to train senior teachers, known as Highly Accomplished and Lead Teachers, which is also “complicated and requires high workload”.

“The level of system support for this is really poor,” was listed as a common response.

Fuente noticia: https://www.dailytelegraph.com.au/news/nsw/nsw-education-department-schools-principals-not-ready-for-head-gig/news-story/91cb8533fe8bcc86cf84a7159a55c1e9

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Universities Australia attacks Coalition’s $2.2bn funding cut revealed in Myefo

Australia/Diciembre de 2017/Fuente: The Guardian

Resumen:  El gobierno federal recortará $ 2.2bn de las universidades principalmente a través de un congelamiento de dos años en fondos de becas de la Commonwealth para la enseñanza y el aprendizaje. La perspectiva económica y fiscal de mitad de año dio a conocer la nueva medida, que no requerirá legislación, para reemplazar el paquete de $ 2.8bn de recortes de fondos y aumentos de tarifas en el presupuesto de 2017, que fue bloqueado por el Senado. Si bien no limita directamente los lugares estudiantiles, el freno de mano en los fondos ejercerá presión sobre las universidades para limitar las inscripciones de los estudiantes porque no recibirán becas estatales directas si aumentan las inscripciones.

The federal government will cut $2.2bn from universities predominantly through a two-year freeze in commonwealth grants funding for teaching and learning.

The midyear economic and fiscal outlook unveiled the new measure – which will not require legislation – to replace the $2.8bn package of funding cuts and fee rises in the 2017 budget, which was blocked by the Senate.

While not directly capping student places, the handbrake on funding will put pressure on universities to cap student enrolments because they will not receive any direct commonwealth grants if enrolments increase.

The treasurer, Scott Morrison, told a press conference on Monday that more than 90% of the $2.2bn cut would be achieved through the funding freeze. Other elements, including reducing the repayment threshold for student loans to $45,000 and a new lifetime limit for loans, will still need legislation.

Commonwealth grant scheme funding for bachelor degrees will be frozen at 2017 levels in 2018 and 2019, with increases from 2020 onwards subject to performance targets and “capped at the growth rate in the 18 to 64-year-old population”, the Myefo papers revealed.

Graduates earning more than $45,000 will have to pay 1% of their income to clear their student debts, down from the current threshold of about $52,000. The repayment rate will rise to 10% at the upper end for those earning $131,989 or more.

From 2019 the most students can borrow from the government for university and vocational education will be $104,440 except for medicine, dentistry and veterinary science students, who will have a more generous $150,000 cap.

Morrison said these two measures accounted for less than $250m over four years.

The Universities Australia chairwoman, Margaret Gardner, said the freeze amounted to a “real cut” in funding – due to inflation – even if universities simply maintain current student numbers.

“And for universities that are still growing their student numbers to meet the needs in their local communities and regional economies, this will be an even deeper cut,” she said.

Australians who live in regional areas are only half as likely to have a degree as city dwellers and would therefore be most likely to miss out.

“Australian students already pay a significant share of their higher education costs compared to many other nations and we share the concerns of our students about [the proposed student loan cap],” Gardner said.

The Group of Eight universities chair, Peter Høj, said the government was treating the sector like a “cash cow to be milked for budget cuts” rather than a means to improve the career opportunities of young people.

In a statement on Monday, the education minister, Simon Birmingham, said that, despite the savings measures, the government’s direct funding to universities for teaching, learning and research would still grow by 8% from $10.7bn in 2017 to $11.5bn in 2021.

Taxpayer-backed student loans paid to universities will grow from $6.4bn to $7.4bn, meaning universities would have a “total funding increase of 11%, if [they] maintain their current enrolment patterns”, he said.

Birmingham said the government was not capping student places and argued that universities could continue to grow enrolments if they made cuts to the 15% “headroom” that Deloitte identified was spent on administration and other costs out of commonwealth grants for teaching and learning.

Birmingham blamed rising higher education costs for the budget deficit, accusing Labor, the Greens, the Nick Xenophon Team and the university sector of “turning a blind eye to the challenges confronting both the federal budget and higher education”.

“Australia must face up to the task of putting our higher education costs on a more sustainable, responsible path for the future while also having a stronger focus on supporting students,” he said.

The two-year freeze replaces a proposed 2.5% efficiency dividend on commonwealth grant scheme payments in 2018 and 2019.

The government dumped its proposed cumulative fee increases of 7.5% by 2021 and moderated its proposal to reduce the student debt repayment threshold to $42,000.

The Myefo announcement also cancels spending measures in the 2017 budget to provides further subsidies for sub-bachelor courses such as diplomas.

Controversial changes to charge permanent residents and New Zealanders full fees were dumped.

The shadow treasurer, Chris Bowen, accused the government of “mortgaging the future and attacking one of the sources of Australia’s long-term economic prosperity, our higher education sector”.

Speaking before the release of Myefo, the shadow education minister, Tanya Plibersek, said that “billions of dollars’ worth of cuts to universities mean a higher-cost education for students or a poorer-quality education or probably both”.

Plibersek accused the government of “coming around through the back door and taking billions of dollars out of higher education in other ways” after the Senate had blocked its 2017 budget proposal.

The Greens’ education spokeswoman, Sarah Hanson-Young, warned that the changes would cap student places and increase university fees, “pricing people out of education”.

She called on Labor and the crossbench to block the lowering of the student loan repayment threshold.

Fuente: https://www.theguardian.com/australia-news/2017/dec/18/coalitions-22bn-cut-from-universities

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Australia: Schools are not adequately preparing young Australians to participate in our democracy

Oceanía/Australia/Diciembre del 2017/https://theconversation.com/

Australia’s youth are interested in politics and are passionate about issuesbut, unless we take note of the latest report into civics and citizenship education, their capacity to participate in democracy and shape society in future may be limited.

Since 2004, the National Assessment Program – Civics and Citizenship (NAP-CC) has been administered every three years to a national sample of year six and ten students. It’s used to measure students’ level of knowledge about subjects including Australian government, judiciary and democratic processes, and explores their attitudes towards civic participation.

The 2016 NAP-CC report has just been released and the results show some concerning, but familiar, trends.

As with previous assessments, the percentage of Australian students achieving the proficient standard remains low. This is a point on a scale that represents what has been deemed as a challenging but reasonable expectation of student achievement for their year level.

The report shows 55% of year 6 students achieved at or above the standard.

More problematic is the fact the rate of year 10 students attaining this standard was just 38%. This is the lowest result on record.



Civics and citizenship is a government priority

Enhancing young people’s understanding of civics and citizenship has been a priority for successive Australian governments.

The Australian Curriculum: Civics and Citizenship was developed in 2012/2013 to provide educators with tools to teach students about democracy and civic participation. This curriculum is delivered to students from Year 3 to Year 10. It’s based on the principle that informed and committed citizens will advance a robust democracy and schools play a vital role in preparing young people for the responsibilities of adult citizenship.


Read more: National curriculum review: experts respond


This latest report into civics and citizenship education is the first opportunity for educators to see how students are performing under the new curriculum, and the results are disappointing. It shows by Year 10, Australian school students don’t possess the fundamentals deemed necessary to become active, informed citizens.

So what else should be done to help prepare our young people to participate in the democratic process?

What do young people think?

We have been undertaking research with recent school leavers aged 18 and 19 about their preparedness to participate in the Australian political process.

Many have told us they’re interested in political issues, but are uncertain about how the system works.

They also believe more could’ve been done to address this knowledge deficit while they were in school.


Read more: Young Australians are engaged in political issues, but unsure how democracy works


These high school graduates reported, while they could recall the subject being covered when they were in primary and early secondary school, they did not remember what had been taught.

The young people we spoke to suggested civics and citizenship education be extended through to Year 12. Interestingly, they wanted it to be viewed more as a life skill (similar to drug and alcohol education, for example) and not an academic subject.

They said young people need support when they’re approaching voting age and it would be useful for schools to assist with enrolment and provide basic information about the system of voting.

As one 18-year-old put it:

The last time that my high school spoke about politics I was in Year 9. I was 14 years old. I’m not voting yet, it’s not relevant to me, I’m not even 16. I can’t even go to the doctors by myself.

A simple and clear explanation in late high school would help alleviate the feelings of uncertainty first-time voters can experience when they go to cast a vote at the ballot box.

As another 18-year-old said about her peers:

So many of my friends said to me, “which box do I tick?” and, “what do you mean I have to go above the line and below the line?”. Basic definitions and terminology is really important.

Where to from here?

The 2016 National Assessment Program – Civics and Citizenship report tells us by Year 10, a majority of school students have little knowledge about Australian civics and democracy. This is concerning, especially as many students don’t encounter the topic later in high school, yet they will be required to vote when they turn 18.

Young Australians want more specific information about voting closer to the time they become eligible to vote. Bradley Kanaris/AAP

We need to ensure all young people have the basic skills required to engage in Australia’s political process. As young Australians approach voting age they need simple, clear and practical instructions about the mechanics of how government works and how to vote.

School is the best place to teach this and it should be covered in the senior years. Doing so would help more young people become confident and empowered participants in Australia’s democracy.

Fuente: https://theconversation.com/schools-are-not-adequately-preparing-young-australians-to-participate-in-our-democracy-88131

Fuente Imagen:

https://lh3.googleusercontent.com/sM19Maq17XdDol_RY1DJZRxSUDBiaV1ejL2yDo5Ge0CvmnYkm0lzqL591OX2ktUaJS7M=s170

 

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Australia: NAPLAN 2017 results have largely flat-lined, and patterns of inequality continue

Oceanía/Australia/Diciembre del 2017/https://theconversation.com

Today’s release of the 2017 NAPLAN National Report confirms preliminary findings released in August and offers deeper insights into achievement trends since the assessment program began a decade ago.

The results paint an overall portrait of plateauing student achievement in literacy and numeracy, mixed with pockets of improvement and persistent inequalities between young people from different backgrounds.

High level trends over the past decade

NAPLAN takes place annually. It assesses Australian school students in years three, five, seven and nine across four domains: reading, writing, language conventions (spelling, and grammar and punctuation), and numeracy.

Nationally, NAPLAN results have flat-lined in most areas since testing was first conducted in 2008. There are no statistically significant differences in achievement across the majority of domains and year levels.


Read more: NAPLAN is ten years old – so how is the nation faring?


Improvements can be seen in a limited number of domains and year levels. There are statistically significant increases in spelling (years three and five), reading (years three and five), numeracy (year five), and grammar and punctuation (year three).

National numeracy trends 2008-2017. ACARA

Year seven writing is the only area to show a statistically significant decline. It remains a major area of concern.

State and territory comparisons reveal good news for Queensland and Western Australia. Both show improvements across a number of domains and year levels.

New South Wales, Victoria and the Australian Capital Territory show high achievement, but results have plateaued.

The Northern Territory continues to lag significantly behind the rest of the nation across all domains and year levels.

The vast majority of young people meet the National Minimum Standards (NMS). NMS provide a measure of how many students are performing above or below the minimum expected level for their age across the domains.

NMS percentages are over 90% for the majority of domains and year levels. But NMS percentages vary widely. For example, only 55.7% of students in the Northern Territory meet the NMS for year seven writing, compared to 90.8% in Victoria.

Background affects achievement

This year’s results show clear patterns of achievement between young people from different backgrounds. In many cases, these differences reflect broader inequalities in Australian society.

Notable trends include:

  • gender differences are persistent. Female students perform significantly better than male students in writing, and grammar and punctuation across all year levels. For example, 88.1% of female students meet the NMS for year nine writing, compared to 75.4% of male students
  • students with a language background other than English (LBOTE) performed significantly better in spelling than non-LBOTE students across all year levels. LBOTE students have also shown gains since 2008 in reading (years three and five), grammar and punctuation (years three and seven), spelling (years three and five) and numeracy (year five)

Year 5 spelling: students with a language background other than English (LBOTE) compared to non-LBOTE students.ACARA
  • Indigenous students have shown statistically significant gains since 2008 in reading (years three and five), spelling (years three and five), grammar and punctuation (years three and seven) and numeracy (years five and nine). But Indigenous students still trail significantly behind non-Indigenous students across all domains and years levels

Year 5 reading: achievement differences between Indigenous and non-Indigenous students. ACARA
  • parental education is a key factor determining student achievement. For example, in year three grammar and punctuation, the mean scale score for a young person whose parents have a Bachelor degree or above is 479.7, compared to 369.6 for students whose parents have a Year 11 equivalent or below. Similar patterns are reflected across all domains and year levels
  • geographical location also has a major bearing on student achievement. For example, in year three grammar and punctuation, the mean scale score for young people in major cities was 450, compared to 284.6 for young people from very remote and 411.5 for outer regional locations.

As always, tread cautiously with data

NAPLAN is one useful measure of student achievement in Australian schooling.

When interpreted carefully, it can help policy makers, researchers, school leaders, teachers, students and parents better understand and debate literacy and numeracy achievements. It also serves to highlight pockets of underachievement and disadvantage, and can play an important role informing policy interventions and investments.


Read more: Evidence-based education needs standardised assessment


But NAPLAN is not an oracle and can only tell us so much. So we should treat these results carefully.

To get a more accurate picture of achievement trends, we need to take a number of indicators into consideration. This should go beyond the basics of literacy and numeracy, including achievements in ATAR subjects, year 12 attainment rates, and more.

NAPLAN results should also be considered in relation to other standardised assessments, which do not always tell the same story.

For example, the latest Progress in International Reading Literacy Study (PIRLS) suggest reading achievement among Australian children has improved significantly, whereas the OECD’s Programme for International Student Assessment (PISA) shows steadily declining Australian results in all areas, including reading.

It’s also important to analyse school and student level NAPLAN data, which will be released in March 2018. It will no doubt lead to another round of debates about the role of NAPLAN in our schools.

Fuente:

https://theconversation.com/naplan-2017-results-have-largely-flat-lined-and-patterns-of-inequality-continue-88132

Fuente Imagen: https://lh3.googleusercontent.com/Nrc1tCbuLew0bcSfJHcRtqiLgR64N4zyqP1PCV8oJ4kxIrvTh4VXCXAlG-akl-zAfD2BkQ=s124

 

 

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Australia: TAFE crisis spreads to international students

Australia/Diciembre de 2017/Fuente: The Advertiser

Resumen: El Departamento de Educación Federal se ha puesto en contacto con TAFE para buscar la seguridad de que los estudiantes podrán completar su estudio o recuperar su dinero. Pero los expertos de la industria están preocupados por el impacto de la crisis actual en el principal fabricante de dinero del estado, que inyectó más de $ 1.4 mil millones en la economía de SA en el último año. La educación internacional fue la segunda exportación más grande de Australia del Sur después del vino el año pasado. El presidente de Educación Adelaide, Bill Spurr, advirtió que el asunto podría poner en peligro la industria. Dijo que el organismo, que comercializaba Adelaide como un centro de excelencia educativa en nombre de los gobiernos y las instituciones, había recibido llamadas de agentes extranjeros preocupados por los acontecimientos.

The Federal Education Department has contacted TAFE to seek assurance the students are going to be able to complete their study or get their money back.

But industry experts are concerned about the impact of the ongoing crisis on the state’s major money maker, which pumped more than $1.4 billion into SA’s economy in the past year. International education was South Australia’s second largest export after wine last year.

Education Adelaide chair Bill Spurr warned the matter could jeopardise the industry.

He said the body, which marketed Adelaide as a centre of education excellence on behalf of governments and institutions, had been taking calls from overseas agents concerned about the unfolding events.

“News spreads fairly fast through social media in the international education industry,” Mr Spurr said.

“It’s essential it’s fixed quickly and students cannot be left out of pocket. It’s disappointing but I’m sure it will be fixed up by TAFE because international education is too important as a sector.”

Skills Minister Susan Close promised the TAFE SA international team would contact affected students. International students were understood to have been emailed last week.

“I have been advised by TAFE SA that there are four affected qualifications that are offered to international students,” Dr Close said.

“My main priority is to ensure all students receive the support and advice they need and there is minimal disruption to their studies.

“International students have special concerns and requirements in terms of travel, visas and accommodation and I am committed to working with them to minimise any inconvenience.”

Federal Education Minister Simon Birmingham wanted to assure international students there was a “safety net” in place to ensure none were left “high and dry”. He said the State Government should work hard to minimise the impact the “debacle” could have on the state’s reputation.

Fuente: http://www.adelaidenow.com.au/news/south-australia/tafe-crisis-spreads-to-international-students/news-story/3ae24bdb6d20bfc61b48b9307375c109

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