Introduction
When writing this article, the government released a proposed framework addressing the challenges and opportunities in international education. One phrase stood out: "Unmanaged growth in international education has seen a rise in integrity issues and threatened the sector’s social licence and Australia’s reputation." This statement raises several critical points about the government's role, the concept of social licence, and the broader implications for the international education sector in Australia.
The Role of the Federal Government
Unmanaged Growth and Government Responsibility:
- Federal Oversight: The Federal Government controls the CRICOS (Commonwealth Register of Institutions and Courses for Overseas Students) registration system, visa approvals, and regulatory frameworks. If there has been "unmanaged growth," the government is inherently responsible, given its regulatory oversight.
- CRICOS and Visa Management: CRICOS registration and visa approvals are fundamental tools for managing the growth and integrity of international education. If issues have arisen, it suggests a need for more stringent management and oversight by these government bodies.
- Regulatory Frameworks: Regulatory bodies, such as ASQA (Australian Skills Quality Authority) and TEQSA (Tertiary Education Quality and Standards Agency), are designed to ensure quality and integrity in education. Effective use of these tools could prevent integrity issues and ensure controlled growth.
The Concept of Social Licence
Understanding Social Licence:
- Definition and Importance: Social licence refers to the ongoing acceptance and approval of an organisation's or sector's activities by its stakeholders and the broader community. For international education, this includes maintaining trust and positive perception among the Australian public.
- Government's Role in Shaping Perceptions: The government plays a significant role in shaping public perception through its policies and public statements. Mixed messages and negative narratives can erode the social licence of international education.
Contradictions in Government Messaging:
- Media Narratives: The government cannot claim to protect the social licence of international education while fostering negative media narratives that blame international students for issues like the housing crisis. International students make up only 4% of renters, and such narratives are misleading and harmful.
- Policy Announcements: Announcements that signal a need to "fix" international education under a tough-on-immigration banner send mixed messages. They undermine the sector's reputation and suggest it is problematic rather than beneficial.
- Pandemic Response: During the pandemic, telling international students to go home and instilling fear in the community further damaged the sector's social licence. These actions contradicted the message of valuing international students' contributions.
Advocacy and Understanding the Sector
Government Understanding of the Sector:
- Lack of Insight: The pandemic highlighted a significant gap in the government's understanding of the international education sector. The response to international students during the pandemic reflected a lack of appreciation for their economic and social contributions.
- Advice and Information: It is unclear where the government is getting its advice and information about the sector. Better-informed decisions require input from industry experts and stakeholders who understand the complexities and nuances of international education.
Sector Advocacy:
- Need for Strong Advocacy: The sector must advocate more effectively to ensure its voice is heard and its importance is recognised. The lack of strong advocacy has contributed to misconceptions and inadequate government responses.
- Unified Efforts: A unified effort from educational institutions, industry bodies, and stakeholders is needed to present a cohesive and compelling case for the value of international education.
Economic Contributions of International Students
Economic Impact:
- Billions in Contributions: International students contribute billions of dollars to the Australian economy through tuition fees, living expenses, and cultural exchange. They support local businesses, create jobs, and enrich the educational environment.
- Ignoring Contributions: Failing to recognise and appreciate these contributions risks undermining a vital economic driver. The government must balance regulatory needs with support for this valuable sector.
Conclusion
The proposed framework for international education presents an opportunity to address critical issues but also highlights significant contradictions and misunderstandings. The government's role in managing growth, fostering a positive social licence, and understanding the sector's complexities is crucial. Effective advocacy, clear communication, and a balanced approach to policy and regulation are essential for supporting and enhancing the international education sector in Australia.
