Category: Study Abroad

Australia is one of the leading destinations for students seeking international education as well as lecturers and other staff of institutions of higher learning. It is a country with less cases of crime and this makes it an ideal place for visitors and other people who wish to become residents. Australian education system dates back in mid 19^th century when the first two Australian universities, Sydney University and Melbourne University, were opened.

Since then the education sector in Australia has been growing with a number of world class schools and well recognized degree programs being developed. In the 1960s the higher education system in Australia underwent a great improvement which so a number of institutions coming up.

This spawning of institutions of higher learning encouraged competition which in turn brought recognition to the education system in Australia. Australia universities have always featured in the top 100 world university ranking by times higher education supplement and this has made many universities to improve on their service delivery by upgrading their facilities, teaching staff as well as coming up with innovative and competitive degree programs which are meant to attract more students.

There are many learning options offered by the Australian universities. They range certificates, associate degrees, bachelors degrees, masters degrees to doctorate degrees. This means a student can study in Australia at any level of their educational career (Allan, Cheung, 2011).

Australia capitalizes on their serene learning environment and offer flexible programs to give time for other activities. Students can also study on customized timetables with the open universities Australia year round study. A health care program for students has been developed in the country to cater for those taking their studies in the country. In additional to this, Australian universities have set guidelines which maintains and rewards good practice to ensure safety for all students.

Australia as a country is appealing and offers a wonderful opportunity to students who wish to pursue a degree in various environmental studies. It has a lot to offer in terms of nature and have unique animals like the kangaroo. This means that student studying in Australia will have more than just quality education.

There are other recreational areas like the Great Barrier Reef which offers an ideal environment for sporting activities. The major cities also attract international students and offers attractions ranging from zoos, hotels and night clubs. Australia is also rich in culture and students who choose to study in the country experience cultural diversity.

Education is among the 17 divisions of the Australian economy and one of the major Contributors (Marginson, 1993). Australia offers education opportunity from preschool to postgraduate in either public or private institutions. International students provide an export for Australian education system and contribute immensely to the economy.

Their contribution is in terms of the tuition fees they pay to the Australian universities. Those studying in Australian universities outside the country as well as those in distance learning provide the much needed foreign exchange. International students also contribute to the economy when they spend in the country.

They are involved in various activities which promote other industries in the country. For example, daily expenditure in household products by the students provides market for industries and businesses which in turn increases income to other people through employment thus promoting the economy.

The demand for international higher education stands at over 4 million students and out of this, the share for the major English speaking countries is 46.8%. Australian international higher education has a global demand of 19.3% share of the English speaking countries. It is growing at the rate of 9% annually and it is expected that the Asian market will represent 93% of the demand. The growth will be determined by the collaboration of both the private and public sector.

The main competitors of the Australia in the international education sector are the major English speaking countries who share the market. The system in Australia is flexible and offers special degree programs. The country is also close to Asia, which is its major markets and therefore has a comparative advantage. The products are expected to change especially with globalization (Alderman, 2009). Students should be able to access information easily and programs that enable them to study from their countries developed.

Target Market

China a good market for Australian education because it has a large population that is supposed to share the few institutions available. Currently, there are about 2000 institutions of higher learning in China which are supposed to be shared by the large population of close to two billion people.

The people of china value education and a childs education is given first priority. Research has shown that the Chinese people invest in their childrens education before they even buy houses or even start saving for the future. Many Chinese families are small with only a child each and this gives them an opportunity to invest fully in the childs education by sending them to the best schools in the world.

As a result of having few institutions of higher learning, many people in China miss chances to join the available colleges and as a result there are many older people who wish to further their education in other countries. These people mainly find their way to Australia. They offer a good market for Australian education export. Another potential market for Australian education is the working people in China who wish to further their education.

China is a good market for Australian education and in the year 2010 a sum of 284700 students from China left the country to further their studies most of them on their own expenses. Chinas economy continues to grow and it was not greatly affected by the global financial crisis.

For this reason China will continue to be the leading overseas market of Australian education. More people are now able to take their children for further studies abroad because of the recorded increase in the middle class. Many Australian education providers have been faced with many challenges as they try to explore the Chinese market, but still foreign students statistics show that China continue to lead as a consumer of the Australian education (Qinggang, Ross, 2011).

The stability and consistency of China has proven to much education service providers that it continues being the leading consumer of foreign education. As a result many providers of this service are trying their best to capitalize on this stable and ready market.

Australia faces competition from other English speaking countries including United Kingdom, United States of America, New Zealand and Canada. The Australian dollar is becoming strong each day and this is impacting negatively on the overseas market.

Many education providers have raised tuition fees and this coupled together with high students visa fees make education in Australia very expensive. This locks out some people and gives their competitors a share of the market. Some of Australias institutions have been closed in recent years and this has impacted negatively to the international market especially in China where local media exaggerate the case and therefore give misleading information.

Many competitors are coming up after the oversea education sector was found to contribute immensely on the economy of many countries. This has seen countries like India and Saudi Arabia making multi billion investment in their education sector in a bid to encourage people to study in the countries.

Hong Kong and Japan have also mentioned that they are planning to increase the number of foreign students in the country. For instance Hong Kong has even made massive changes in their education sector. They have shifted from their earlier three years university system that is mainly practiced in the United Kingdom to a four year university system that is practiced in the United States of America (Yin, Cheng 2011). Changes have also been made in other levels of their education system including the secondary.

Competitors are using attractive programs to attract foreign students. Scholarships are offered to students by both by the governments of the given countries and various universities in the countries to attract international students.

However, Australia is not loosing much in offering education services to international students especially in China because their relationship is about the students seeking to study in Australia. The two countries are working together to broaden their education systems in terms of interaction, research collaborations, education partnership and exchange programs. Australia should therefore maintain good relationship with their market.

I have learnt a lot in terms of cultural diversity and working in a group. I have learnt to respect other peoples contributions in a group and give each person a chance to express themselves. This is something I expected to learn after joining the group and I have realized that team work is crucial because people work together towards realization of a common goal.

References

Alderman, G. (2009). Transnational higher education: Stocks take of current activities. Journal of studies in international education, vol: 13, issue 3.

Allan C.K Cheung, T. W. (2011). Strategies and policies for Hong Kongs higher education in Asian Markets: Lessons from the United Kingdom, Australia, and Singapore. International Journal of education Management, vol: 25, issue 2

Marginson, S. (1993). Education and public policy in Australia. Cambridge: Cambridge University Press.

Qinggang W., Ross T. (2011). Chinese students satisfaction of the study abroad experience. International Journal of Education Management , vol:25, issue 3, pp.265-277

Yin C., Cheng, A. C. (2011). Development of a regional education hub: the case of Hong Kong. International Journal of marketing, vol: 25, issue 4.

Introduction

In order to understand the structure of higher education, one cannot ignore the crucial role played by the development and history context in which it exists. Higher Education differs widely among different societies, and as time progresses, it differs within the society. Higher education internationally has acquired an international flavor and a sense of diversity.

In addition to this, a remarkable degree has been achieved despite the systems of higher education being faced with difficulties and dilemmas. In the UK, the governance of higher education is based on four distinctive models that include collegial model, bureaucratic model, professional model, and political model (Enders and Fulton, 2002, p. 55).

These models emphasizes on relationship or interaction concept. The interaction and relationship concept may range between institutional management and academic guild to ministerial authority and institutional management (Enders and Fulton, 2002, p. 56).

Initially higher education was for the elite and was funded by generally taxing the mass population. This, though, is not the case now, as more and more people are participating thus the tax burden is shifted from the elite (McNay, 2006, P. 5 & 6).

According to McNay, tensions are ripe between the private and public lives of institutions. A liberal ideal is part of the commitment of the academic staff. According to a survey undertaken in 2005, seventy two percent of those questioned believed that the role of higher education is lost especially in regarding to critic and conscience of the society.

All in all, higher education in the United Kingdom is composed of various factors and attributes that define it. Its role is the society is crucial despite the numerous limitations that hinder it.

Roles of Higher Education

According to Watson, higher education has several crucial functions at its disposal to undertake. Some of these functions include selecting, qualifying, grading, socializing, and accrediting students and preparation of one’s life by instilling skills and knowledge.

The increase in percentage of adults in the higher education system means that some of the functions mentioned like socialization are destined to change. Diversification has been suggested as the proper route of installing privilege measure in case the confidence of higher education is put in question. The suitable diversification mode is within the university and not between universities (Watson, 1997, p. xix).

Globalization and sustainability

Political education history is incorporated with suspicion especially within the completion of ideological perspectives. In this role, students take a challenging position and act on ways of transforming the community in which they spend their daily activities on.

In addition to this, other students may view education on the perspective of creating effective and efficient workers. Globally, perspectives relating to the sustainable development of education are said to be installed with radical agenda.

Education plays a great role in the structuring functional skills and knowledge that spread out beyond the current educational subject at hand. In addition to this, higher education provides a set of values that changes the students to face the existing and the future problems facing the society and the various sectors of work that they operate in.

In the Dearing report of 1997, Brown and Jones indicate that the purpose of universities is to inspire and encourage individuals to structure their abilities to their maximum levels throughout one life. This will enable the students to achieve intellectual growth, equipments for future work, and obtain both effectiveness and personal fulfillment while dealing with the society.

The report also indicated that the universities have the role to play by increasing understanding and knowledge to the students for the sole reason of benefiting the society and the community at large.

Moreover, the needs of national and regional levels that pertain to sustainable and adaptable knowledge based are catered for by the universities. In concluding, the report also indicated the crucial purpose of universities in shaping an inclusive, democratic, and civilized society (Brown and Jones, 2007, p. 42).

Policy drivers

On reacting to the strategy document, “putting the World into a World-Class Education” the then Education secretary Charles Clarke indicates that the young people cannot be educated without incorporating the international perspective that is crucial in forming a real part in the learning experience attained.

On its part, the Higher Education Funding Council for England (HEFCE) indicates that higher education has a major role to play in achieving and developing sustainability. The sustainable development is notably a process where one can develop his capacity to live sustainably. In corporation of all people is vital with the involvement of the higher education considered vital.

In this case, the vital involvement of higher education is attributed to the fact that the graduates are destined to fill the vast leadership and managerial positions existing. Conclusively the role of higher education is regarded to far outweigh the sector size especially when considering its resources (Brown and Jones, 2007, p. 43 & 44)

Social entrepreneurship

Higher education institutions all over the world including the United Kingdom have taken broad steps in terms of quality and type of education they have been offering. One of the objectives involved is structuring of understanding and knowledge by use of experiences transformed within an appropriate environment. This hence will call for inclusion of various activities that reflect the dynamic environment of the person.

The character portrayed by the higher education not only provides a description on utilization of social entrepreneurship but also on how to flourish. According to Marriot (2008), modern organizations tend to undertake their activities in an entrepreneurial manner. This has led to the formation of entrepreneurial orientation that indicates a series of cases that focuses on organizational analysis.

However, the university’s focus and emphasis is said to contrast that of business urgencies and society’s audience. Practitioners insist on the output rather than process and the utility that would enable them utilize the knowledge for the sole purpose of increasing efficiency and profitability.

Although an argument may arise pertaining to possible transcending of the existing communication void between practitioners and universities, the fact remains that the better option of dealing with this issue is by increase promotion of entrepreneurship in higher education institutions.

A dynamic component is one of the educational contexts that is largely influenced by the student’s activities and has a high possibility of developing together with the real world environment. The component on presentation to the classroom is supposed to emulate the real world.

The university culture in the past did not support this component as it was inadequately developed in terms of entrepreneurial education (Marriot, 2008, p. 21).

Historical context

Arguments may arise as whether or not the UK higher education has undergone a great paradigm shift. The relationship that exists between business and university has always caused a debate over the years. It is the responsibility of the universities to play their crucial role in both the provision and shaping of the workforce, which is recognized as the main driving force behind the post war planning of the higher education.

In the post war context, Britain needed educational manpower and a stable educational system that could achieve more equality and social incorporation that existed before the war.

In the early 1980s, discussions revolved around the possible corporation between the existing businesses and the universities, working together to achieve greater development and improvements in technology, research, and teaching thereby fostering positive attitude towards enterprise.

This partnership between the universities and the businesses was also in the right track in tackling research agendas, as well as employability skills. Higher education system is supposed to be responsive especially to business needs by use of a coherent strategy (Howelett, 2010, p. 28).

Limitations of Higher Education

Qualification frameworks

Across the United Kingdom, the challenge posed by the qualification framework cannot be underestimated, especially when it comes to development of qualifications by credit. The national credit rating systems on the other hand has been undergoing a fast transformation; therefore, a large percentage of higher education provision is covered.

Distinctive features have emerged in Scotland, Wales, and Northern Ireland of the higher education infrastructure. In England, the government reiterated its commitment to develop on the modern practice in credit transfer arrangements. However, there are two challenges that if not taken care of might end up proving to be a headache.

The first challenge deals with the restructuring of the of the higher education system. This is initiated by the Bologna declaration that sought to create a European Higher Education Area (EHEA), common qualification criteria, and credit transfer mechanisms by 2010.

The second challenge has to do with the UK government’s move to enhance the conditions that have to be met before one can be awarded the prestigious title of university. Initially there was a requirement indicating that one had to possess the ability to support a postgraduate degrees research. This however is no more a prerequisite for attaining the title of a university (Page, 2006, p. 8).

Race equality

The UK government over the last five years has been improving its commitment of all-inclusive participation in the higher education sector. The Dearing report of 1997 can be attributed to these changes. It is until recently that universities were insulated from changes that questioned racism and upheld cultural diversity in all public sectors.

Despite all the measures put in place to promote ethnic and cultural diversity, the evidence obtained indicate that majority of the higher education institutions in the UK are not properly equipped to undertake the obligations that are required of them. Lack of adequate data used in establishing of benchmark and access the progress is one of the problems identified.

In addition to this lack of both methodological and conceptual tools used in assessing, reviewing and reconstructing the policies of education aggravate the problem more. The initiatives of all inclusive participation and race equality promotion also brings forth numerous challenges for the UK’s higher education, as the institutions will require an expanded institutional change.

In the past it was a tradition for the universities to cater for the whites especially the males, elitist, Eurocentric and masculinity culture. This in fact is still experienced today in some of the early-established institutions.

According to a study undertaken in 1999, it was revealed that the measures put in place for equality in higher education do not have a huge impact as expected in promoting all-inclusive participation and retaining of minority based student in the existing higher education institutions.

The good news is that the newly formed institutions have incorporated the widening participation easily as compared to the older established institutions (Allen and Bonous-Hammarth, p. 227 & 228).

Conclusion

A century has already passed since the great remarks spoken by the vice-chancellor of Liverpool that focused on removing of the social barriers. A lot has changed within the higher education circles in the past several decades. Yet despite the numerous efforts put in place that include wider participation in the higher education institutions, a lot is needs s to be done as we are not there yet.

Various levels of participation have been entrenched in the ever persistent and longstanding economic and social inequalities. A challenge to these inequalities means that there must be a middle core of all inclusive participation policy.

Economic injustices are tackled in these policies together with addressing the obvious insinuations that suggest that middle class values are the correct ones and therefore the new students incorporated in the higher education need to change instead of the institutions themselves.

Reference List

Allen, W. R. and Bonous-Hammarth, M., 2006. Higher education in a global society: achieving diversity, equity and excellence. London: ELSEVIER Ltd.

Brown, S., and Jones, E., 2007. Internationalizing higher education. NY: Routledge.

Enders, J., and Fulton, O., 2002. Higher education in a globalizing world: international trends and mutual Observations. MA: Kluwer Academic Publishers.

Howlett, R. J., 2010. Innovation Through Knowledge Transfer. Berlin: Springer-Verlag Berlin Heidelburg.:

Marriot, N., 2008. The 3rd European Conference on Entrepreneurship and Innovation: Ecei 2008. London: Academic Publishing Limited.

McNay, I., 2006. Beyond mass higher education: building on experience. London: Open University press.

Page, K., 2006. British Qualifications: A Complete Guide to Professional, Vocational and Academic Qualifications in the United Kingdom. London: Kogan Page Limited.

Watson, K., 1997. Reforms in higher education. London: Cassell Wellington House.

Introduction

One of the qualitative aspects of the educational reality in today’s world is the fact that, as time goes on, the number of students who decide in favor of studying abroad increases rather exponentially. The validity of this statement can be well illustrated in regards to the available statistical data, concerned with the subject matter. According to Stroud: “The number of American students studying abroad has more than doubled, rising from under 100,000 in 1996/1997 to almost a quarter of a million in 2006/2007” (491).

The tendency to prefer receiving education abroad is also clearly observable among students in other English speaking and non-English speaking countries: “564,766 foreign students studied in the United States during the 2005-06 school year… Twenty years ago, 343,777 foreign students were enrolled in colleges in the United States” (Stuart 17). This, of course, suggests that the growing popularity of education, obtained abroad, is objectively predetermined. Apparently, there are independent preconditions for this to be the case.

Among them, is being usually mentioned the fact that, while studying abroad, students are provided with the opportunity to excel in leaning foreign languages and to increase the extent of their cross-cultural competence. Nevertheless, even though that the earlier mentioned suggestion is thoroughly legitimate, it does not really address what accounts for the innermost essence of the phenomenon in question – the fact the educational paradigm of studying abroad cannot be discussed outside of the Globalization’s discursive implications.

That is, it is namely due to the paradigm’s ability to help students to attain the sensation of being thoroughly secularized and intellectually flexible ‘citizens of the world’ that there can be only a few doubts as to its growing popularity.

By obtaining university diplomas in foreign countries, graduates confirm that they indeed have what it takes to qualify for most prestigious and highly paid jobs, as individuals capable of recognizing the counter-productive nature of a number of cultural/religious/moralistic prejudices, which accompany the majority of conventionally educated people, throughout the course of their lives. In my paper, I will explore the soundness of the above-statement at length.

Analytical part

As of today, it became a commonplace practice among people to refer to the concept of education, as being essentially synonymous to the notion of a socio-cultural/scientific progress. After all, it is namely due to the fact that, while gaining knowledge about the surrounding reality by the mean of growing ever more educated, that individuals are able to ‘bend’ it in accordance to their wishes, and consequently to enjoy ever-higher standards of living.

The validity of this suggestion can be shown in relation to the inventions of electricity, penicillin and internal combustion engines. However, in order for the paradigm of education to continue benefit people in a variety of different ways, it may never cease challenging the conventions of currently predominant socio-cultural discourses.

For example, during the course of the Middle Ages, it were specifically European universities that used to contribute the most towards exposing the sheer fallaciousness of Christian scholasticism, which in turn made it possible for the methodology of empirical sciences, such as physics and chemistry, to emerge. The paradigm of education also appears to have substantially contributed towards the emergence of the concept of ‘nationhood’ in the early 19^th century.

The fact that, as time goes on, the most prestigious educational institutions continue to ‘fuel’ the process of more and more people growing to recognize the erroneousness of many concepts that formally account for an undisputed truth-vale, can also be illustrated in regards to the realities of a post-industrial living, closely associated with the notion of Globalization. After all, it was namely Theodore Levitt (a highly credited professor of economics from Harvard Business School), who invented and promoted the term.

What is the most prominent discursive feature of the term in question? It is the fact that Globalization implies the sheer outdatedness of the concept of ‘nationhood’, in the traditional sense of this word. As Ohmae pointed out: “The global economy ignores barriers… if they are not removed, they cause distortion.

The traditional centralized nation-state… is ill equipped to play a meaningful role on the global stage” (5). Given the fact that the very laws of history predetermined the rise of Globalization, the process of this Earth becoming increasingly ‘flat’ is irreversible. What it means is that, in order to be able to able to attain a social prominence in the ‘globalized’ world, people must be thoroughly comfortable with what the Globalization’s provisions stand for.

These provisions can be generally outlined as follows: a) it is specifically one’s value, as an educated professional, which defines the concerned individual’s sense of self-identity (not his or her ‘national affiliation’), b) the measure of just about anyone’s ‘worthiness’ reflects the amount of money that he or she happened to have in the bank, c) it is only the matter of time, before the notion of ‘national borders’ will lose the remains of its formal validity.

Therefore, there is nothing utterly surprising about the fact that, as it was mentioned earlier, more and more students strive to study outside of their home countries. The major reasons, as to why they do it, are as follows:

1. While studying abroad, students naturally grow intellectually flexible, which in turn will make them more likely to succeed in the ‘globalized’ world. What contributes to impeding the chances of a social advancement, on the part of people who never lived abroad, is the fact that they are being rather incapable of addressing life-challenges, outside of a particular behavioral pattern, predetermined by their national/cultural/religious affiliation. The reason for this apparent – without having been exposed to the socio-cultural realities in foreign countries, people tend to tackle these challenges, as their culture/religion ‘prescribes’ them to.

Such a manner of acting, however, rarely proves effective, because it is in the very nature of just about any culture/religion to remain arrogant, as to the discursive implications of an ongoing social and scientific progress. For example, a female-student that was born and raised in Pakistan would be naturally inclined to believe that wearing short skirts is morally inappropriate and therefore, punishable by God.

However, after having lived in one of the Western countries, she would realize that: a) God could not care less about the length of women’s skirts (as he does not strike short-skirt-wearing women with lightning bolts), b) wearing short skirts can well serve as the tool of a social advancement (especially if the concerned woman pursues the career of a secretary). Both of the earlier mentioned realizations, on this student’s part, would automatically increase the extent of her existential fitness.

2. Studying abroad prompts students to adopt thoroughly secularized worldviews, which in turn increase the measure of their perceptual adequacy and consequently, their value, as young professionals. While in foreign countries, students grow to realize the fact that, whatever happened to be their ‘native’ religion, it cannot possibly be considered as only the ‘truthful’ one.

Such an eventual development is predetermined by the fact that, while abroad, students will inevitably socialize with the representatives of other religions and atheists, while simultaneously experiencing the absence of a parental control.

However, it is not only that this will help them to become thoroughly normal, in the psychological sense of this word, but will also provide them with an additional incentive to strive to excel in academia. The reason for this is apparent – those liberated of religious illusions, inevitably come to realize that it is namely education (along with money), which represents the only universally recognizable value.

This, of course, will make it more likely for students to adjust to the provisions of Globalization, as the process of the world becoming increasingly secularized. There is an additional aspect to it – after having adopted a secularized worldview; students will be more capable of acting as the agents of progress, upon their return back home. After all, the extent of people’s secularization has long ago been proven as such that positively relates to the quality of their living standards.

3. Studying abroad will endow students with the sense of responsibleness. What often undermines the effectiveness of an educational process in the conventional settings, is that many students are being tempted to regard studying, as such that represents their second or even third order priority. This is especially appears to be the case when off-campus students are being concerned.

Apparently, the very proximity of their parents causes many of these students to adopt a somewhat irresponsible attitude towards studying. However, when in foreign countries, students are left with no option but to continue applying an unwavering effort towards ‘absorbing’ the taught knowledge.

This will not only result in increasing their chances to obtain a diploma, but also in making them emotionally comfortable with the notions of responsibleness and discipline. Given the fact that the notion of Globalization is best discussed within the methodological framework of neo-liberalism, graduates who received their education abroad, will be automatically preferred for hiring by privately owned companies.

4. Studying abroad should help students to grow into quick-minded adults. While outside of their native countries, students will inevitably face a number of communicational, psychological and material challenges.

In order to be able to deal with them, students will be required to practice quick-mindedness on a continuous basis. In its turn, this will substantially increase their value, as professionally adequate employees. After all, as we are being well aware of, the very paradigm of Globalization presupposes the rise of qualitatively new and continually transformable market-dynamics within the world’s economy – hence, deeming preferable specifically the quick-thinking employees.

Conclusion

I believe that the earlier provided line of argumentation, in regards to what should be considered the foremost benefits of studying abroad, fully correlates with the paper’s initial thesis. Apparently, the very process of Globalization causes more and more students to strive to obtain diplomas abroad, as something that will provide them with a number of practical advantages, when it would come to seeking employment, on their part.

Therefore, it will only be logical to conclude this paper by pointing out once again that the growing popularity by this particular mode of studying is dialectically predetermined.

Works Cited

Ohmae, Kenichi. Next Global Stage: Challenges and Opportunities in Our Borderless World. Upper Saddle River: Wharton School Publishing, 2005. Print.

Stroud, April. “Who Plans (Not) to Study Abroad? An Examination of U.S. Student

Intent”. Journal of Studies in International Education 14.5 (2010): 491-507. Print.

Stuart, Reginald. “Stepping Up to Study Abroad.” Diverse Issues in Higher Education 24.19 (2007): 16-19. Print.

Executive Summary

The paper analyzes the criteria and benefits that allow students to work abroad. The focus is on the requirements of employers and the advantages of students’ studies for both parties. Several articles and texts are reviewed to identify the needed factors and the results of study abroad.

Introduction

The world is becoming more interconnected every day, and it has become much easier to gain working experience abroad. This is especially true for a graduate student. This sort of pattern is getting more popular with education on the go and so, there is not a lot of extensive research that could verify or predict specific correlations.

But from the research that does exist and by consulting employers about the matter, it was possible to establish that there are numerous benefits of studying abroad and further employment. Not only there are social and organizational benefits, but there are personal as well, which later help to carry over skills into the workplace. This process gaps the bridges between nations, making business much more efficient.

Analysis of the current graduate labour market both general and specific

The primary benefit is that students get valuable experience in the business matters of a different nation. This is very much valued by employers because it allows a person to get a perspective and deeper knowledge of the social life, politics and economy.

An employee who has been suscepted to different culture and beliefs also has a better ability to adjust to the working environment, which is one of the most important criteria when hiring personnel. Employers usually look for extra skills that a person has, so that they can advance in multiple fields in the workplace, and knowing another language and having information about people’s demands will be to the organization’s advantage.

This trend is getting closely recognized in the business world, so more and more companies are starting to look for this particular quality. One of such programs is called ERASMUS and is based in Europe. There are millions of individuals who get involved with the program which is financed by the European Commission (Teichler and Janson, 2007). At the same time, the universities have direct connections with many other educational institutions all over the world.

This allows for a faster and more efficient exchange of information and general requirements. Those who do not have an opportunity to study abroad or those who choose not to commit to such an extent, will be at an immediate disadvantage. It is widely known that visiting other nations of the world allows for a wider spectrum of education, as a person is suscepted to a different stimulus apprehension.

The unique environment triggers certain areas of the brain that would otherwise stay dormant in a usual and too familiar environment (Parey and Waldinger, 2011). In most extreme cases, people who come from secluded countries to work in a foreign environment, will have predispositions that are not accepted by the modern world. By travelling to other countries, a person learns that each society is unique and does not judge as harshly and unknowingly.

Business environment

The most direct experience that a person gets while studying abroad is the understanding of the business world and economics. This would allow for further cooperation between the nations, which are always in a position of being a potential client.

As the world is getting smaller and businesses are taking their activity internationally, it is crucial for any business to know the local culture of a given country or region, so that proper communication and cooperation could be established. The simple fact of knowing the language will predispose the local population much faster, and this is an undeniable advantage over those companies that do not have such benefit.

The workplace is becoming much more multicultural, so even groups of clients will be better served if an individual is familiar with their particular culture. Another benefit of being abroad is the skill set that one gets in the field. By being in an unusual environment, a person gets self confidence and ability to make decisions basing them on the surrounding circumstances. This is extremely valuable in the workforce, especially in a business setting (Fielden et al., 2007).

The HR executives have shown a high interest in UK students who have studied abroad, as the European Union is getting more interconnected. As such, the gap between industries, products and services exchange becomes much smaller, providing for close business relations. Since the richness of a foreign environment increases skills in the social and communication aspects, people who have studied abroad will mostly be recruited for administrative and managerial positions.

To be able to adjust to a new working environment and the local culture will mean that the person is adaptable to new conditions and can learn how to work well with others. Organizations are always looking for leaders who could effectively direct and regulate the work of a small group of individuals and even organizations (Orahood et al. 2004).

At the same time, a person who has studied and/or worked abroad might get a chance of being hired in that country or nation. As they are bringing in their own culture and could share their experience of their environment, foreign employers will be interested in uniting organizations through this channel.

The fact that a person had the skills to get used to new environment means that they are flexible, so their multi-skilled individuality would be a considerable asset. There are some disadvantages in studying or working abroad, as a person might start to implement changes, once they come back to their home nation. Because every culture and society has its unique specifics and the way the matters are carried out, some aspect might be positive and the negative one might be absent.

By getting used to foreign environment that might seem better, a person could bring back the mentality of another nation and thus, the functioning within the organization will be less effective (Herren, 2008). The government welcomes new businesses and has lowered strictness within borders. The infrastructure and cooperation within many political and economical divisions has been the goal of the past several years and the government works closely with education society to adhere to the highest standards.

The result is that the interaction between nations could also be affected, as the values and ways of communication could change as well. Studying and knowledge of another culture has led to the development and eestablishment of joint ventures and other partnerships. Education abroad has led to the process of export and import transactions becoming much more desirable (Varghese, N 2008).

Appropriate research sources accessed

A journal article titled “Short-term study abroad: an explanatory view of business student outcomes” talks about the benefits of education abroad. The promotion of studying elsewhere must be on the highest possible level, as the person brings back a lot of positives back to both society and home educational institutions. Advancements on the student level and social regulations are influences that help the home nation to evolve.

Not to mention that academic achievements will also see an increase in productivity and efficiency. Innovation and betterment of technology are among other benefits that a nation gets by allowing for education abroad (Carley et al., 2011). As such, the government and education board must provide incentives for student to get a hold of such possibility. Another journal on “The impact of study abroad on business students’ career goals” talks about several studies that have been carried out to establish if education abroad is really beneficial.

The results have shown that individuals themselves acclaim the fact that they have become better understanding of themselves and the world around them. The survey established that close to every student who has gained experience abroad, has reported changes for the better in their career and general working abilities (Orahood et al. 2004).

There is no doubt that the environments and culture of a country are the major aspects that influence business and people’s readiness to get involved in one. There might be differences present between the two nations, but mutual businesses unite environments and cultures for reciprocal beneficial future. The culture of a nation or country is the single most important determinant of the environment, in particularly relevant to business.

Even thought there is separation between classes and incomes, most recently, education in different countries and global business opportunities have been considered an environment where business will prosper. This has led to a significant increase of migrants, who are developing and contributing to the nation. The establishment of companies involved in sales and services created opportunities for business to move into the region and expand their success.

The communication systems and internet have aided in the coordination of businesses and people’s involvement in small companies and corporations. Because the soil for development is becoming very rich with possibilities, the economy is estimated to grow with an increase in GDP. Security and stability of the environment have been at a constant increase, as the government is becoming more tolerant and has been implementing policies that help for education and businesses to be successful (Duncan, R 2004).

Conclusion

Overall, education and work abroad create very adequate environment for business and further development of a nation. Even though the culture, traditions and people’s beliefs are somewhat different, the business world has made cultural borders almost non-existent and education has become international as well. As it is always important to know the ethics and details of the nation where business is being carried out, countries have made the conduct very easy and laid back.

The only limitations might become problematic during religious times and days but other than that, the cooperation is very well adjusted and welcome. The local politics have been mostly aligned with education, businesses and the federal system which is very welcome to any economic growth supported by domestic and international organizations. Even though the global crisis has had some influence on the conduct between nations, the strong economies have been able to survive and continue development (Langran, 2007).

Recommendations

The business world is very dependent on the environment and cultural specifics of a nation, so education abroad becomes instrumental in the international relations. It must be understood as the key to success, as it is becoming a global requirement.

The society and governments play a crucial role in the establishment and further success of a business, so information and knowledge must become primary values and goals of businesses and employers. The interconnection of domestic and international factors enables businesses to carry out activities that are closely controlled by local and worldwide ethical standards in the best way, so cultural specifics and norms of the society must be understood and adhered to.

Reference List

Carley, S., Stuart, R. and Dailey, M 2011, ‘Short-term study abroad: an explanatory view of business student outcomes’, Journal of Management Policy and Practice, vol. 12, no. 2, pp. 44-53.

Duncan, R 2004, Transnational America: Contours of modern US culture, Museum Tusculanum Press, Copenhagen, Denmark.

Fielden, J., Middlehurst, R. and Woodfield, S 2007, Global Horizons for UK Students. A guide for universities, Council for Industry & Higher Education, London, England.

Herren, J 2008, Study Abroad Employability Factors: The Perceptions of Career Recruiters, ProQuest, Ann Arbor, MI.

Langran, R 2007, Government, business, and the American economy, Rowman & Littlefield, Lanham, MD.

Orahood,T., Kruze, L. and Pearson, D 2004, ‘The impact of study abroad on business students’ career goals’ , Frontiers: The Interdisciplinary Journal of Study Abroad, vol. 10, no. 7, pp. 117–130.

Parey, M. and Waldinger, F 2011, ‘Studying abroad and the effect of international labour market mobility: evidence from the introduction of Erasmus’, Economic Journal vol. 121, no. 551, pp. 194–222.

Teichler, U. and Janson, K 2007, ‘The Professional value of temporary study in another European country: employment and work of former ERASMUS students’, Journal of Studies in International Education, vol. 11, no. 3-4, pp. 486-495.

Varghese, N 2008, Globalization of higher education and cross-border student mobility, UNESCO/ international institute of education planning.

Australia is one of the leading destinations for students seeking international education as well as lecturers and other staff of institutions of higher learning. It is a country with less cases of crime and this makes it an ideal place for visitors and other people who wish to become residents. Australian education system dates back in mid 19^th century when the first two Australian universities, Sydney University and Melbourne University, were opened.

Since then the education sector in Australia has been growing with a number of world class schools and well recognized degree programs being developed. In the 1960s the higher education system in Australia underwent a great improvement which so a number of institutions coming up.

This spawning of institutions of higher learning encouraged competition which in turn brought recognition to the education system in Australia. Australia universities have always featured in the top 100 world university ranking by times higher education supplement and this has made many universities to improve on their service delivery by upgrading their facilities, teaching staff as well as coming up with innovative and competitive degree programs which are meant to attract more students.

There are many learning options offered by the Australian universities. They range certificates, associate degrees, bachelors’ degrees, masters’ degrees to doctorate degrees. This means a student can study in Australia at any level of their educational career (Allan, Cheung, 2011).

Australia capitalizes on their serene learning environment and offer flexible programs to give time for other activities. Students can also study on customized timetables with the open universities Australia year round study. A health care program for students has been developed in the country to cater for those taking their studies in the country. In additional to this, Australian universities have set guidelines which maintains and rewards good practice to ensure safety for all students.

Australia as a country is appealing and offers a wonderful opportunity to students who wish to pursue a degree in various environmental studies. It has a lot to offer in terms of nature and have unique animals like the kangaroo. This means that student studying in Australia will have more than just quality education.

There are other recreational areas like the Great Barrier Reef which offers an ideal environment for sporting activities. The major cities also attract international students and offers attractions ranging from zoos, hotels and night clubs. Australia is also rich in culture and students who choose to study in the country experience cultural diversity.

Education is among the 17 divisions of the Australian economy and one of the major Contributors (Marginson, 1993). Australia offers education opportunity from preschool to postgraduate in either public or private institutions. International students provide an export for Australian education system and contribute immensely to the economy.

Their contribution is in terms of the tuition fees they pay to the Australian universities. Those studying in Australian universities outside the country as well as those in distance learning provide the much needed foreign exchange. International students also contribute to the economy when they spend in the country.

They are involved in various activities which promote other industries in the country. For example, daily expenditure in household products by the students provides market for industries and businesses which in turn increases income to other people through employment thus promoting the economy.

The demand for international higher education stands at over 4 million students and out of this, the share for the major English speaking countries is 46.8%. Australian international higher education has a global demand of 19.3% share of the English speaking countries. It is growing at the rate of 9% annually and it is expected that the Asian market will represent 93% of the demand. The growth will be determined by the collaboration of both the private and public sector.

The main competitors of the Australia in the international education sector are the major English speaking countries who share the market. The system in Australia is flexible and offers special degree programs. The country is also close to Asia, which is its major markets and therefore has a comparative advantage. The products are expected to change especially with globalization (Alderman, 2009). Students should be able to access information easily and programs that enable them to study from their countries developed.

Target Market

China a good market for Australian education because it has a large population that is supposed to share the few institutions available. Currently, there are about 2000 institutions of higher learning in China which are supposed to be shared by the large population of close to two billion people.

The people of china value education and a child’s education is given first priority. Research has shown that the Chinese people invest in their children’s education before they even buy houses or even start saving for the future. Many Chinese families are small with only a child each and this gives them an opportunity to invest fully in the child’s education by sending them to the best schools in the world.

As a result of having few institutions of higher learning, many people in China miss chances to join the available colleges and as a result there are many older people who wish to further their education in other countries. These people mainly find their way to Australia. They offer a good market for Australian education export. Another potential market for Australian education is the working people in China who wish to further their education.

China is a good market for Australian education and in the year 2010 a sum of 284700 students from China left the country to further their studies most of them on their own expenses. China’s economy continues to grow and it was not greatly affected by the global financial crisis.

For this reason China will continue to be the leading overseas market of Australian education. More people are now able to take their children for further studies abroad because of the recorded increase in the middle class. Many Australian education providers have been faced with many challenges as they try to explore the Chinese market, but still foreign students statistics show that China continue to lead as a consumer of the Australian education (Qinggang, Ross, 2011).

The stability and consistency of China has proven to much education service providers that it continues being the leading consumer of foreign education. As a result many providers of this service are trying their best to capitalize on this stable and ready market.

Australia faces competition from other English speaking countries including United Kingdom, United States of America, New Zealand and Canada. The Australian dollar is becoming strong each day and this is impacting negatively on the overseas market.

Many education providers have raised tuition fees and this coupled together with high student’s visa fees make education in Australia very expensive. This locks out some people and gives their competitors a share of the market. Some of Australia’s institutions have been closed in recent years and this has impacted negatively to the international market especially in China where local media exaggerate the case and therefore give misleading information.

Many competitors are coming up after the oversea education sector was found to contribute immensely on the economy of many countries. This has seen countries like India and Saudi Arabia making multi billion investment in their education sector in a bid to encourage people to study in the countries.

Hong Kong and Japan have also mentioned that they are planning to increase the number of foreign students in the country. For instance Hong Kong has even made massive changes in their education sector. They have shifted from their earlier three years university system that is mainly practiced in the United Kingdom to a four year university system that is practiced in the United States of America (Yin, Cheng 2011). Changes have also been made in other levels of their education system including the secondary.

Competitors are using attractive programs to attract foreign students. Scholarships are offered to students by both by the governments of the given countries and various universities in the countries to attract international students.

However, Australia is not loosing much in offering education services to international students especially in China because their relationship is about the students seeking to study in Australia. The two countries are working together to broaden their education systems in terms of interaction, research collaborations, education partnership and exchange programs. Australia should therefore maintain good relationship with their market.

I have learnt a lot in terms of cultural diversity and working in a group. I have learnt to respect other people’s contributions in a group and give each person a chance to express themselves. This is something I expected to learn after joining the group and I have realized that team work is crucial because people work together towards realization of a common goal.

References

Alderman, G. (2009). Transnational higher education: Stocks take of current activities. Journal of studies in international education, vol: 13, issue 3.

Allan C.K Cheung, T. W. (2011). Strategies and policies for Hong Kong’s higher education in Asian Markets: Lessons from the United Kingdom, Australia, and Singapore. International Journal of education Management, vol: 25, issue 2

Marginson, S. (1993). Education and public policy in Australia. Cambridge: Cambridge University Press.

Qinggang W., Ross T. (2011). Chinese students’ satisfaction of the study abroad experience. International Journal of Education Management , vol:25, issue 3, pp.265-277

Yin C., Cheng, A. C. (2011). Development of a regional education hub: the case of Hong Kong. International Journal of marketing, vol: 25, issue 4.

Introduction

Studying abroad refers to the act of pursuing primary, secondary, or post-secondary education in a foreign country. In the United States, foreign students comprise approximately 1 percent of the student population (Byram 34). Many students study aboard especially for their post-secondary education that includes university and postgraduate studies. In certain cases, students enroll for short study programs.

For instance, many institutions conduct academic exchange programs that aim to expose students to new cultures and educational environments (Cressey 52). The issue of studying abroad has been debated among experts in the academic field for a long time.

Opponents argue that it is expensive and introduces students to new cultural experiences that alter their perspectives and values in negative ways. On the other hand, proponents argue that studying abroad is good for cultural exposure and new educational experiences. Students should study abroad because it exposes them to new cultural experiences, provides travel opportunities, increases their chances of employment, and expands their perspectives of different cultures and countries (Cressey 22).

New cultural experiences

One of the advantages of studying abroad is exposure to new cultures and learning environments (Byram 37). Globalization has increased competition for employment opportunities among graduates in international labor markets. As a result, it has initiated changes in learning approaches because of the need to work in different cultures and among people who speak different languages (Cressey 62).

It is necessary for students to study abroad in order for them to gain cross-cultural communication skills, learn different languages, and get international exposure. A common challenge among international workers is ineffective communication due to language barriers (Williamson 29). For instance, American graduates who secure employment in countries such as China and Japan find it difficult to communicate with natives because of language barrier.

In order to work in such countries, learning native languages is a necessity because few people speak English. Studying in China is an opportunity for American students to learn the language and culture of the Japanese. The global economy has numerous challenges that can be overcome by studying abroad. Statistics show that only 10 percent of American students study abroad at one point in their academic lives (Williamson 30).

Experiencing new cultures and environments pushes students out of their comfort zones and facilitates acquisition of skills that are necessary for the attainment of success in the global economy (Byram 39). Countries have different educational systems that encourage diversity through cross-cultural interactions. Exposure to different cultures is important in eradicating ingrained stereotypes and misconceptions about certain races and cultures.

Interacting with people from other cultures equips students with skills that are important in solving challenges that developing countries face (Williamson 33). For instance, foreign students who study in Africa experience the challenges that poor people face. Examples of these challenges include poverty, hunger, and diseases. This increases their compassion and willingness to offer viable solutions to solve the challenges.

Opportunities to learn new languages

The most effective way of learning a new language is through interaction with people who speak that language. In countries that do not use English as the official language, foreign students are required to study the language used by the educational systems of those countries.

Even though some programs are offered in English, students learn local languages in order to ensure proper communication and interaction with other students. One of the advantages of studying a new language is the opportunities it offers with regard to communication, interactions, and socialization with natives (Williamson 39). It is easy to learn a new language through interactions with people who use it.

Travel opportunities

Studying abroad offers students an opportunity to travel to new countries and have new experiences that expand their perceptions of the world (Williamson 41). Foreign students get the opportunity to visit places that they could not have otherwise visited in their lives had they not traveled abroad to study. Some study programs include field trips that allow students to master their surroundings.

In addition to travel experiences, students make new friends because they interact with both natives and foreign students from other countries (Cressey 72). International media outlets usually present distorted images of certain countries by focusing on the challenges that their citizens face such as poverty, hunger, and diseases.

Studying aboard equips students with firsthand experience regarding the lifestyles and economic endeavors of such countries and as such gain new perspectives and ideas (Williamson 46). One of the challenges that American students face is a constricted view of the world. The United States is the largest economy in the world that offers innumerable opportunities to its citizens.

Studying abroad offers American students an opportunity to live in countries that do not offer as many opportunities to citizens as their country does. Such experiences change their perspectives regarding their culture and the cultures of other countries. Cross-cultural interactions shift or validate some of their perspectives and beliefs.

Enhancement of employment opportunities

Students who study abroad increase their opportunities for employment especially by international organizations. Employers are more attracted to individuals who possess international experience that is gained form living in different cultures and countries (McKeown 54).

Examples of job opportunities that require international experience include international relations, diplomacy, medicine, and governance. Students should use their experiences in foreign countries to gain communication skills and other abilities that will give them competitive edge in the labor market. Many students choose to study abroad because of the high quality of education offered in certain educational systems (Cressey 63).

Students from developing countries travel to developed countries for higher education because of the high quality of education offered by the systems in those countries. Another aspect that increases employment opportunities is the creation of professional networks during the study period (Williamson 73). Students form professional networks that they use after graduation to find employment.

Studying abroad increases students’ their opportunities to volunteer, find internships, and work part-time (McKeown 55). Many institutions help students find internships and work placements after completing their programs. Forming professional networks gives students an edge over students who complete their studies in their home countries.

Arguments against studying abroad

Opponents argue that studying abroad exposes foreign students to homesickness, culture shock, and new cultures that might change their perspectives in negative ways (McKeown 58). In addition, they argue that it is expensive and students might enroll in institutions whose educational systems are not as rigorous as those in their home countries. Even though foreign students experience homesickness, the opportunity to study abroad helps to develop independence and learn how to live without influence from their families.

The process of seeking foreign educational opportunities involves a through scrutiny of the educational systems of different institutions. Therefore, before students enroll to foreign institutions, they are usually aware of the value and quality of their educational systems (McKeown 64).

In many cases, students who study abroad receive government grants and scholarships that reduce financial pressure. On the other hand, the quality of education that students receive is far more important than the cost incurred. The benefits of studying abroad outweigh the disadvantages. Finally, the value of international exposure and acquisition of skills that enhance cross-cultural communication overshadows the cost of studying abroad.

Conclusion

Students usually have many options with regard to pursuing their post-secondary education. One of the options is to study abroad. Some of the benefits of studying abroad include exposure to new cultures and educational experiences, enhancement of employment opportunities, and creation of professional networks that are important for career development.

Opponents argue that studying abroad is expensive and posses the potential to affect the cultural perspectives of students negatively. In addition, they claim that students might be subjected to inferior educational systems that fail to equip them with quality academic and professional experience to navigate their careers. An important step in choosing an institution is a through scrutiny of its educational system.

Therefore, it is difficult to enroll into an inferior educational system. On the other hand, many governments and institutions offer scholarships to students. Therefore, those who cannot afford to pay for their study abroad can apply for scholarships and government grants.

Students who study abroad increase their opportunities for employment especially by international organizations because of their experiences with different cultures and cross-cultural communication skills. Another benefit of studying abroad is the opportunity for international travel. Students visit other countries and cultures that facilitated the development of new perspectives. Finally, students get an opportunity to learn new languages that give them competitive edge in different labor markets.

Works Cited

Byram, Michael and Feng Anwei. Living and Studying Abroad: Research and Practice. New York: Multilingual Matters, 2006. Print.

Cressey, William. Guide to Studying Abroad. New York: The Princeton Review, 2004. Print.

McKeown, Joshua. The First Time Effect: the Impact of Study Abroad on College Student Intellectual Development. New York: SUNY Press, 2009. Print.

Williamson, Wendy. Study Abroad 101. New York: Agapy Publishers, 2008. Print.

Abstract

Education in Australia is provided and delivered in different forms but the traditional mode of acquiring education is considered conventional and widely accepted.

This traditional mode entails provision of education through the school system which may be public or private and may be a primary or elementary as it is known in some countries; it can also be secondary and tertiary which includes higher educational institutions like the colleges and universities. The availability of numerous educational opportunities in Australia is an indication that every Australian has a variety that he/she should choose from depending on his/her preference.

As to whether or not this numerous educational opportunities are taken to mean that all Australians have equal access to education is the main subject of this essay. This essay will discuss the role played by education and training in Australia as a way of promoting equality of opportunity. The essay will begin by giving a brief description of education in Australia and identification of various social groups that have a limited chance to education and training and provides factors that influence their access to education.

It will also discuss the processes and the policies that the government can design to overcome the inequality of opportunity. Consequently, the essay will dwell on the ways by which the community can support the disadvantaged groups. At the end of the essay, recommendations of what need to be addressed to facilitate equality of opportunity will be given and a conclusion drawn thereafter.

Introduction

There has never been a unanimity concerning the goals and the outcome of education, consequently no one has comprehensively defined education. The widely accepted definition of education is to “stimulate a love for questioning, to promote self reliance and risk taking” (Tepperman & Blain, 2006, p. 216).

The ultimate goal of education is to have a successful future though there is no conventional yardstick for measuring or judging success. Furthermore, education is aimed at dragging, directing and disciplining students to enable them to perform effectively in the real world through the promotion of virtues like obedience and orderliness (Tepperman & Blain, 2006).

Before we analyze the role of education in promoting equality of opportunity, it is paramount to understand what equality of opportunity is: equality of opportunity is understood to mean the absence of legally accepted and condoned form of discrimination based on such aspects as race, religion and gender (Argy, 2006). Australian journal of teacher education defines equality of opportunity as a system where students are differentiated based on their educational merit.

History of Education in Australia

Australia is an isolated country with both a state and a territory government; the population of Australia is of assorted cultural and ethnic backgrounds. These unique characteristics of Australia mean that the education policies and strategies should be structured in such a way that it accommodates this multiplicity of factors (ANTA, n.d.).

Education in Australia is considered to indispensably contribute to the personal, social and economic prosperity of both the individuals and the society. It is considered a vital tool for the development of human resource and imperative in updating personal skills for individual survival in the global arena and economy therefore it is fundamental to be educated and re-educated.

Education plays a significant role in raising the standard of living of an individual and the society at large. The long term aspirations of education are to help eradicate poverty, ignorance and increase the standard of living of the people (Australian Bureau of Statistics, 2002).

Role of Education

The role of education in the society is too powerful to be ignored and essential for the prosperity of humankind. Parents advise their children to go to school and study hard in order to achieve good grades that will enable them secure decent jobs. According to Lawson and Garrod (2003), this system of education rewards and allocates opportunities based on merit and not inscriptive factors like race, social status or class and religion (Lawson and Garrod, 2003).

Everyone in Australia has equality of opportunity on theory but empirically it is not a reality since there is no guarantee of access to education opportunities by particular segment of the population which may be due to their social status or other social factors. This has been evidenced among the Aboriginal and Torres straits islanders who form part of Australian population (Australia Department of Education, 1977).

Delor’s (UNESCO) report, Learning: the treasure within, education is the only indispensible asset that will enable individuals to face the challenges that confront them. The report also asserts that education plays a fundamental role in both personal and social development.

According to the report, education enables people to overcome the problems that life provides, it argues that the main mission of education is to assist individuals to develop their talents and realize their full potential which includes responsibility for their own lives and makes them achieve their individual aims. Education enables individuals to adapt to changes in life and to benefit human experience thus education act as survival tool (UNESCO, n.d.).

The Australian philosophy on education is articulated in the Australian vocational education and training system. The main objective of vocational education and training is to promote the people, the society, and the economy and to upgrade the labor market. Australia has three educational sectors namely: the school sector, vocational education and training sector and the university sector (Marshall, n.d.).

The school sector offers basic and preparatory education and ranges from 1-12 years. Consequently, there are three parties that are responsible for funding and delivery of education and training in Australia, these are: the government, industry and individuals, the funding from the government and industry is equal.

Majority of vocational and training programs are facilitated by public institutions. There are twelve levels of education in Australia: “certificates of education, senior secondary, certificate 1, certificate 2, certificate 3, certificate 4, diploma, advanced diploma, bachelor degree, graduate diploma, masters’ degree, doctoral degree” (ANTA, n.d., p. 1).

Education facilitates social partnership in the society which is instrumental in addressing the demands of the young people towards advancing the culture of life long learning which encourages long term sustainability. Education and training is a productive way of dealing with the swift changes in both social and economic aspects since it fosters individuals’ initiatives that are fundamental in securing employment and enhancing their standard of living (Marginson, 1991).

Education is fundamental in producing social and human capital, human capital concerns individual knowledge and skills which can only be achieved though education and it is taken to be a valuable resource. Investment in human and social capital generates economic benefit and enhances individual chances for potential employment. A research by the Organization of Economic Cooperation and Development (OECD) indicated that an additional year of education leads to an increase in per capita income (OECD, 2001).

Education in Australia is an important variable in determining upward mobility and work prospect among individuals; therefore a failed education system may lead to increase in the chances for unemployment.

There is a high standard of education in Australia and quality schools have enhanced literacy rate in the state, consequently, the expansion of education and education facilities has resulted in majority of Australians including those form low-income background to access education and hence giving them an opportunity to rise upwards in the occupational ladder.

This has also led to the reduction in the gender gap since women no longer experience educational weakness. Prior to this, Australia had been witnessing discrimination on the socio-economic dimension especially in the education sector; the children of the economically underprivileged families used to perform poorly than those of the rich children (Argy, 2006).

In Australia, there is a strong relationship between education and training and full time employment. Those with low levels of education and training are mainly the casual workers and the unemployed whereas those with high educational qualifications find full time employment (Department of Education, 2000).

Social Groups with Limited Access to Education

Low income: low income Australians cannot afford education for their children due to the expensive nature of Australian education. This has led to the widening gap between the children from economically endowed backgrounds and those from poor backgrounds. Education in Australia has been reduced to a rich-poor calamity.

Aboriginals and Torres Straits: These are the indigenous people in Australia and they live in remote places. This group has had difficulty in accessing education and learning facilities. These segments of the population suffer from the problem of being neglected by successive governments.

It is believed that the indigenous populations are ranked lower in esteem and hence they are not considered for educational opportunities. To ensure that the aboriginals are ameliorated, the government, through the Indigenous Education Strategic Institute Program has initiated important initiatives like the employment of indigenous staff and the funding of research on indigenous learning (Smith, Ferrier, Burke, Schofield, Long, & Shah, 2002).

Their low ranking in the society was explained by the fact that they (the indigenous) were enfranchised only in 1967 by the Australian Electoral Commission (Australian Electoral Commission, n.d.). Cultural factors also contribute to the inability of the indigenous population to gain equality of opportunity.

The indigenous population is not politically informed and they consider their subordination as normal. Statistics in the department of education in Australia showed that equality of education is an unattainable in Australia. It was indicated that by 2006, the population of the indigenous population who had completed level 12 stood at 36 percent as opposed to the population of the non-indigenous which stood during the same time at 76 percent (Australian Government, 2003).

Policies Designed to Overcoming Inequality in Education system

The government has developed a policy that is aimed at improving the literacy rate and enhancing the literacy skills for those people and students who fall below the national reading mark. Consequently, the federal government has arrangements that are geared towards the equalization of education opportunities; this is to be achieved through funding arrangements like federal SES plan and the Assistance for Isolated Children Program (Argy, 2006).

The government has also introduced the Indigenous Education Strategic Institute Program (IESIP) which is instrumental in the development of initiatives that include employment of indigenous staff by the Vocational and Educational Training (Marginson, 1993).

Australian government in its effort to promote equality of opportunity through education during the regime of Hawke in 1989 established the Higher Education Contribution Scheme (HECS). This scheme allowed students to defer the payments of university fees and later repay them when their income reached particular threshold.

The main reason for this program was to make higher education more accessible and affordable to people of all economic classes. In 1996, when Howard took over government it still retained HECS and began another program where vocational and education training was funded by the federal government. It also established the centre link which was a statutory institution operated by the federal government that offered financial help (Australian Council for Educational Research, 2001).

The local communities have a role to play in aiding the disadvantaged people. This is because there is widespread inequality among particular groups within Australian population. This disadvantaged population in Australia is found in the remote places and also within city neighborhoods; they consider their disadvantaged position being as a result of limited access to employment, education service and other related opportunities.

The local community should, mobilize resources in order to supplement government’s effort in the financing of education. Consequently, the community should establish support and pressure groups who will take the responsibility of putting pressure on the government to support the disadvantaged people of the society.

To ensure that all Australians access equal opportunities, a lot of campaigns must be carried out especially on sensitizing the indigenous people on the importance of education and informing them of their rights as Australians. Since information is power, the indigenous people should be informed rightfully; this is a role that can be played by the community.

Recommendations: From the essay, it is evident that the government needs to step and ensure that all the Australia people access education since it is the only tool that will ameliorate and uplift the standard of the underprivileged in the society. This can be achieved through provision of subsidies in the education sector where schools in the environment of the indigenous and other poor population are made free.

Also the government should increase grants since it is instrumental in enhancing its objective of financing education. This will attract students from the poor backgrounds into accessing education and subsequently equality of opportunity. The government should also enact legislation that will cater for all citizens and which will outlaw any form of discrimination.

Conclusion

From various surveys that have been carried out by various stakeholders, there is a direct connection between accessing education and equality of opportunity. The Government of Australia has done a lot in ensuring that all people are guaranteed equality of opportunity; this has been made a reality through prioritizing education and training which is considered a gateway to employment.

Education opportunities should be made affordable to all Australians as it will lead to a qualified and well trained labor force. A well trained labor force enhances productivity and hence the economy will improve. Educating all the people in the society will go a long way to benefit the government as well as its people.

References

ANTA. Australia National Training Authority. UNESCO. Web.

Argy, F. (2006). Equality of Opportunity in Australia: Myth and Reality. Discussion Paper Number 85. Web.

Australia Department of Education. (1977). Education in Australia, 3^rd ed. Australian Government Publishing Service.

Australian Bureau of Statistics. (2002). Education and Training Experience Australia 2001. Canberra: ABS.

Australian Council for Educational Research. (2001). PISA in Brief from an Australian perspective. Melbourne: ACER.

Australian Electoral Commission. Australian electoral history. Australian Electoral Commission. Web.

Australian Government. (2003). Department of education, science and training. Lifelong learning in Australia, commonwealth of Australia. Canberra: Commonwealth of Australia.

Department of Education. (2000). Country Education Profiles: Australia, 3^rded. Canberra: Detya.

Lawson, T. & Garrod, J. (2003). The complete A-Z sociology handbook, 3^rd ed. Australia: Hodder & Stoughton.

Marginson, S. (1991). The Eclipse of Equality of Opportunity. Australian Journal of Teacher Education. Web.

Marginson, S. (1993). Education and public policy in Australia. Cambridge: Cambridge University Press.

Marshall, G. L. Education in Australia: a literature survey. South Wales: University of New South Wales.

OECD. (2001). The well being of nations: the role of human and social capital. OECD. Web.

Smith, C. S., Ferrier, F., Burke, G., Schofield, K., Long, M. & Shah, C. (2002). Lifelong Learning & the World of Work: CEET’s surveys for the ACCI, ACTU & ANTA. Monash: Monash university-ACER.

UNESCO. Learning: the treasure from within. UNESCO. Web.

Introduction

Education is one of the most important building blocks of the human civilization. It provides people with the knowledge necessary to take part in the advancement of the society (Brand and Xie 273).

Because of the importance attached to education, many governments have tried to provide the best education opportunities to their citizens. Many institutions of higher learning have been established in countries all over the world. In addition to this, the number of students enrolled in institutes of higher learning today is greater than it has ever been at any other time in history.

However, the educational standards and opportunities among vactious countries differ. Therefore, some individuals opt to travel abroad for better educational opportunities. This has led to questions as to which is the more advantageous form of education: local education or abroad education. This paper will argue that studying abroad increases the chances for a person to acquire a good education and therefore improve his/her economic outcomes.

Merits of Studying Abroad

By studying abroad, a person is better prepared to enter the international labor market. The world today is highly globalized and international companies are being set up in most nations (Black and Duhon 141). International competitiveness is therefore becoming important for individuals from all countries. Prospective employees are increasingly required to have an education that is internationally oriented.

For most people, especially in developing nations, the only way to gain an education that will satisfy the demands of the international job market is by studying abroad. Multinational companies prefer to employ people who have some international exposure since such individuals are more likely to have the skills necessary to function in a global business environment. The huge economic and talent gains that studying abroad brings are therefore key motivation for studying abroad.

Studying abroad increases the cultural competence of an individual. When studying abroad, students interact with people of different nationalities and cultural backgrounds. This exposure enables them to appreciate other cultures. Black and Duhon suggest that a student who has studied abroad develops a broader outlook on life due to his interaction with people who have different views on life (144).

Contact with culturally diverse individuals will increase tolerance for differences. This multicultural exposure is important since today’s workplace is characterized by workers of varied cultural backgrounds (Black and Duhon 142). A student who has studied abroad will therefore be at an advantage when dealing with other employees in the multicultural work setting.

Studying abroad assists in the growth and development of the student’s home country. Today’s economy is highly dependent on a modern and more global labor force. Many developing countries lack the resources necessary to create this global labor force. Most domestic education programs are characterized by a lack of diverse knowledge (Huang 118).

This limits the exposure of a student and fails to prepare him/her for the global work environment. For such countries, the only feasible alternative is for the citizens to go abroad for studies and then come back equipped with the necessary skills and knowledge. Studying approach enables the country’s citizenry to access the educational resources necessary to build a sustainable economy in modern times.

By studying abroad, a student is exposed to opportunities to utilize research and technology that is not available in his/her home country. The educational services offered in different countries vary in terms of the facilities available and the faculty members. Some international schools are renowned for their first class research facilities and advanced technology (Harman 110).

Internationally renowned schools also attract the best faculty members. Most Western Nations have established themselves as the powerhouses in scientific research and technology. When a person goes to study from schools in these countries, he/she is given the chance to benefit from resources therein. The quality of education that a student gains is therefore greater than what he/she would have had in the local institutes.

Studying abroad gives a person more choice in terms of courses and institutions of higher education. In some countries, the number of courses provided for the students in educational institutes is narrow. Huang documents that most developing nations have a limited list of available courses on offer to their students (120). A student who wishes to pursue a specialized course might find himself/herself unable to do so since the course is absent from the list offered in his country.

The institutes abroad have very expansive list of courses on offer and this gives the student more choices (Brand and Xie 273). By studying abroad, an individual is able to select the desired course from the many options on offer. In addition to this, studying abroad gives a student a large selection of schools to choose from. A person therefore has the chance to select his ideal school from a large collection when he goes to study abroad.

Studying abroad can help overcome the issue of limited places in local educational institutes. More people appreciate the value of education today and this has led to higher enrollment rates in institutions of learning (Olcott 99).

As the demand for education increases, it is becoming harder for students to gain placement in local institutes. Studying abroad gives a person the chance to explore other options. A person is able to find a school in a foreign country and therefore pursue his/her educational goals in spite of the limited places locally.

Studying abroad enhances a student’s proficiency in a foreign language. In some cases, students go to study abroad in countries where people communicate in languages foreign to the student. In such a case, the student can enhance his proficiency in the particular language. Hunley asserts that while it is possible to learn a foreign language through traditional didactic experiences, the exposure to native speakers and the culture in which the language is used is indispensable (3).

Language is the most important tool of interaction and achieving proficiency in foreign languages increases the marketability of a person. The world today is characterized by a major integration of economies and cultures. Therefore, the frequency of interaction with people who speak different languages is high. Studying abroad gives a student proficiency in more than one language and this is an advantage when they are applying for a job. Organizations view people with additional language skills as greater assets.

Studies indicate that students who study abroad have higher overall grades and they graduate sooner than their counterparts who study locally. Redden documents that the timely graduation rate of students who studied abroad was 23% higher than that of students who did not study abroad (1).

This link between studying abroad and on-time graduation can be attributed to the deep commitment that students who study abroad have to learning and their motivation to get on with life. Most of these students want to successfully complete their course and reap the benefits of their education. The fact that abroad education is expensive serves as a major incentive for the students to work hard and achieve good results for themselves.

Studying abroad promotes personal growth in the individual as they are forced to deal with issues on their own. For most people, moving to study abroad entails leaving behind a familiar environment and going to an unfamiliar place. In this new place, the individual does not have the social and economic support that he enjoyed in his home country.

The student is forced to handle issues on his/her own in the host country. Hunley asserts that such experiences assist students develop “a better sense of self and have more insight into their lives” (4). During the adjustment period, the student will learn how to deal with real life situations on his/her own.

Demerits of Studying Abroad

One of the main disadvantages of studying abroad is the significant cost associated with the activity. Studying locally is usually cheaper since the government may subsidize local institutes and a student does not have to incur high costs of living (Hunley 4). On the other hand, studying abroad is an expensive affair and the student is forced to incur significant financial costs in the overseas school. In addition to the cost of tuition at the educational institute, the student has to cater for the cost of living, which is in most cases very high.

Adjusting to life in a foreign country might be hard and if a person is unable to adapt effectively, their experience will be bad. Studying abroad means that a person has to move from their familiar environment to one that is alien to them. Most people experience culture shock and may have a hard time integrating into their new environment (Pyvis and Chapman 24). Some students end up feeling isolated and a lack of social support.

Without friends and family to help the person, studying abroad can be an emotionally straining. Hunley documents that students who study abroad experience psychological problems such as anxiety and depression because of the lack of adequate social support (14). Some people find the environment too strenuous and they decide to return to their home country. If a student decides to return home without completing his/her studies, he/she will have wasted time and a lot of money unnecessarily.

A notable disadvantage of studying abroad is that it leads to a loss of human and intellectual capital to some countries. Most students who leave their home countries to study abroad do not return once they have completed their studies.

Instead, they seek employment opportunities in their host country and utilize their professional skills for the benefit of the host. This problem of human and intellectual capital loss is most significant in developing countries. Tansel and Naomi assert that most students from third world countries leave for further studies never to return leading to a brain drain from the developing nations (54).

Studying abroad reduces the incentive for many countries to develop their own local educational institutes to meet international standards. As has been noted, most students go to study abroad in order to benefit from the research and technological advances in the overseas institutes.

The home country is not pressured into creating their own highly developed education systems since there is the option of going abroad to get the same. Olcott documents that these short-term strategies of utilizing the expertise and knowledge base of other countries is preferred by most developing nations since it is the relatively cheap option (98). Studying abroad decreases the chances of a country developing its own high quality education system leading to poor education outcomes for the country.

Discussion

While the importance of education is acknowledged by all people, debates concerning which is better between local and abroad’s education systems are notably on the rise. Proponents of attaining an education locally argue that studying abroad causes an unnecessary strain on the student who is forced to incur significant financial expenses without a guarantee that their investment will pay off.

The opponents of studying abroad also note that this system discourages some countries from investing in their own high class educational facilities. While this argument is true, studying abroad leads to many advantages for the individual student and his home nation. Students obtain knowledge and skill that they later use to advance their home countries. Some nations are even motivated to improve their educational institutes in order to attract foreign students.

Harman states that for educational institutes to operate effectively internationally, they have to adopt internationally oriented curricula and expand their programs (113). The host nation therefore benefits from these innovations, which come about because of students wanting to study abroad.

The paper has acknowledged that students who study abroad deal with many challenges and problems due to their isolation from the familiar environment in their home country. However, these challenges help the student attain a level of maturity and gain insights into his/her life.

In addition to this, the challenges are only temporary in nature. Dwyer notes that when students study abroad for longer durations, they are able to overcome the initial setbacks caused by culture shock and benefit from the educational opportunities presented to them in the new environment (152). Students who overcome these hardships develop greater emotional maturity and they are likely to achieve success in life because of their experiences.

Conclusion

This paper set out to argue that studying abroad is a positive thing since it offers the individual many benefits. The paper began by highlighting that a student gains a competitive advantage in the labor market due to his/her international education.

Studying abroad gives the individual many opportunities and exposes them to different cultures and ways of life. The paper has also discussed some of the major demerits associated with studying abroad. It has noted that studying abroad is an expensive affair and many students have a hard time adjusting to life in a foreign country.

However, most students manage to overcome the setbacks that studying abroad presents and benefit from the practice. From the arguments presented in this paper, it is clear that the advantages of studying abroad to the individual and his home country by far outweigh the disadvantages. This practice should therefore be encouraged in order to ensure that more nations benefit from the economic growth and development that is promoted by studying abroad.

Works Cited

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Redden, Elizabeth. Study Abroad, Graduate on Time. 2012. Web.

Tansel, Alex and Naomi Güngör. “Brain drain from Turkey: Survey evidence of student non-return.” Career Development International 8.2 (2003): 52–69. Web.