Past Events Include:
PRC Evaluations & Issues in Broader Recognition of Australian Tertiary Qualifications
This AustCham Shanghai focus group discussed key issues over 3 sessions from April to June 2007 with the aim of producing an initial overview report for participants possibly including a forward action plan.
Part 1- Exploration of the tertiary education concepts, definitions, standards and practices in PRC which set the context and limits for recognition, status evaluation and professional acceptance of tertiary qualifications generally.
Cathryn Hlavka, Consul (Education, Science and Training), Australian Consulate General Shanghai will introduce recent Hong Kong research (not publicly published) which focussed on assessing and quantifying Hong Kong perceptions of Australian education including the reasons for and the comparative rates of uptake of Australian education offerings.
Part 2 ¨C Exploration of the impact which the PRC constraints explored in Part 1 have on local perceptions, understanding and impressions of Australian tertiary education qualifications.
Overview of the driving factors which influence the rate of PRC uptake of Australian tertiary study opportunities.
Consideration of any emerging trends which may challenge established thinking about the reasons for PRC uptake of Australian tertiary study opportunities.
Part 3 ¨C Exploration of the employment opportunities and constraints faced generally by overseas students returning home to PRC to seek employment, with particular interest in those returning with Australian tertiary qualifications.
What issues in qualifications¡¯ definitions and recognition need to be better understood and more fully negotiated bilaterally?
What lobbying, research or negotiation strategies might positively contribute to increased understanding and recognition of Australian tertiary qualifications in PRC.
Part 3 will sum up beyond formal policies and definitions, what Australian education providers, related agencies, students, and employers need to understand about the PRC recognition of Australian tertiary qualifications and what action might be proposed to improve the current situation.
Consider key questions:
¡ì Capabilities and limits of the Australian Qualifications Framework (Bilateral 2003)
¡ì Transnational qualifications (including 12 months and pre-approved courses)
¡ì Place of VET qualifications (Vocational Education and Training)
¡ì AQF in Australia, how it functions
¡ì Degrees, diplomas¡?
¡ì PRC traditional career entry pathways and professional recognition
¡ì Reported trends of ¡°hai gui/ hai dai¡±, unemployment of returning PRC students generally¡ what is the long term impact on uptake of educational offerings? Is the problem of returning unemployment just media hype or is it real?
¡ì Migration pathways , lifestyle and study experiences, world experience, improving English, ¡°checking it out¡±, fashions in education and study experience, many facets of interest in ¡°going abroad¡±, local failure, new opportunities, family interests and investments¡
¡ì Australian education and qualifications¡¯ reputation both formally and informally in the wider PRC community
¡ì How many who study abroad have a realistic understanding of their career and returning employment opportunities or is this virtually irrelevant? Does it matter? If so, to who, for what reasons?
¡ì The changing PRC education context and environment, new demands, systems, policies, initiatives¡.
¡ì How do we get beyond the established stereotypes to find the facts and keep abreast or ahead of change?
