RR Corner: From sombre to humour: International Education in Australia: Some Perspectives

By (R)itesh Chugh  and (R)ipan Sethi

The international education sector contributed $32.2 billion to the Australian economy in 2017.  In fact, international education is Australia’s third-largest export, behind iron ore and coal. The highest number of international students come from China, followed by India, Nepal, Malaysia and Vietnam. Approximately 70,000 students come from India. Quality of education, infrastructure, healthcare and safe destination and friendly people are all important reasons for students to study in Australia. And yes, a very multicultural society too. Fees remain an important determinant that influences the choice of destination as well. Students also like to choose countries where there are post-study settlement options. Looking at the statistics, Australia is a winner in international education as it ticks all the right boxes.

Whilst any workrights and migration policy changes in the United States and United Kingdom usually have an impact on the education sector in Australia, it is vital to be wary of what may go wrong. The slowdown in any economy whether India or China, or a rise in the Australian dollar value can have long-lasting negative impact on this vital export market.  Hence, diversification in student numbers from different countries is always important. Any educational institution cannot just afford to rely on one region, especially as the economic or political factors in that country are beyond its control.

There are problems that students face too. During their studies, international students in Australia face an inherent lack of internship, vacation programs and relevant job opportunities. Australia is a country that believes in the ‘fair-go’ adage so where is the equity when it comes to providing international students equal work opportunities? In no way does this question reflect a change in the number of allowable working hours, but has a focus on employers hiring students who do not have permanent residence status. The allowable work hours can stay “as-is” so students have time to concentrate on their studies too.

Most job advertisements alienate international students as they specify permanent residence to be a requirement for the job. This implies that students who have relevant prior work experience are immediately excluded from the application process. There is nothing to lose in hiring international students; rather, the expanded competition will give employers access to the best candidates and deliver a win-win situation for all – students, employers and educational institutions. This will also reduce the dissatisfaction amongst skilled students, who are often only refused because they do not have the required visa status.

It is important that international students, like domestic students, are given equal access to internships, vacation programs and relevant jobs especially when companies label themselves as equal opportunity providers. In précis, international students should be given a ‘fair-go’ and judged on their merits rather than their visa label. The experience gained by international students from relevant job opportunities while studying will be equally powerful in Australia or overseas in their home economies and can contribute to the continued rigour and relevance of Australian education as well as the global resources, skills and networks of Australian organisations.

As a country that relies heavily on international students, the focus should always be on providing good quality education, engaging students and opening pathways to successful careers.