AIE2025 Consultation Workshop Report

Executive summary
Outcomes
from AIE2025
Consultation
Workshops
April 2015
Australian International Education 2025 | Outcomes from AIE2025 Consultation Workshops April 2015
Contents
Executive Summary
Attachment A
Aspirational visions
Strategic priorities
Mindset change
Next steps
Formidable challenges as we work to accommodate

Asias growth
Attachment B
Approach to the AIE2025 consultation workshops
AIE2025 in context
Why AIE2025?
Consultation timetable and participation
14
Attachment C
Quotes from speakers on the AIE2025 Roadshow
Overview of the AIE2025

consultation workshops
12
18
Attachment D
5
Organisational profiles
21
Attachment E
What emerged?
Emerging aspirational visions
Emerging strategic themes
Delivering systemic change
10
Approach to the categorisation of aspirational visions 28
Attachment F
Approach to the categorisation of strategic priorities 28
Working together
Engagement
11
Acknowledgements
Austrade would first like to acknowledge and thank the more than 800 participants who invested a large amount of their own time
in April 2015 to attend the face-to-face and virtual events. In each location there was a positive and collaborative spirit and input
that was generated was first-class.
These consultations, and the AIE2025 project more generally, were further enhanced by the advice and input of key members of
the international education sector who have acted as sounding boards and provided input at key points, as well as contributing
directly to the consultation agenda. Austrade extends its appreciation and thanks to them.
Austrade also wishes to acknowledge the generosity of Ashurst Sydney in providing the use of its conference facilities for two days
in Sydney.
Finally, Austrade would like to acknowledge and thank Stephen Connelly, Director GlobalEd Services, who facilitated the
consultations in the major centres, as well as the webinar. The workshop consultations also benefited from the guidance and input
of David Pointon and Mark Spain who assisted in the design of the program. David and Mark will continue to advise the Austrade
leadership team in the coming months as we progress the development of AIE2025.
Executive summary
Executive Summary
Australian International Education 2025 (AIE2025) is a market development plan for
Australian international education for the next decade.
This undertaking was initiated by the Trade and Investment
Minister, the Hon Andrew Robb AO MP when he set down
two challenges to the sector in March 2015. He asked
could Australia:
Double the number of students and study visitors onshore

Reach up to 10 million people offshore
AIE2025 aims to drive a paradigm shift in Australias

international education, training and skills sector to enable
long-term sustainable growth in an intensely competitive
global market. This requires an expanded definition of what
constitutes Australian international education and a focus on
the changes needed across the sector, including a mindset
change to ensure that it realises its potential to be a key
contributor to the future prosperity of both Australia and our
international partners.
A key stage in the formation of the AIE2025 has been
the consultation workshops held in all Australian capital
cities, and Townsville, during April 2015. Over 800 people
representing diverse perspectives from within and outside
the sector attended these town hall style meetings. The
topics covered during the workshops included:
The range of aspirational visions can be viewed in terms of

occupying different points along a continuum with global
benefit at one end and numbers / export value at the other.
The six categories, including their relative weighting, are
shown below.
What could be the vision for this long-term market

development plan
What are the strategic priorities that would contribute to
achieving the overarching vision
What mindset changes would be required to drive
sustainable growth onshore and offshore
Aspirational visions
A clear, compelling vision is an important element of a long
term market development plan, as it can become a catalyst
to change the narrative and a focus of collective action
across the industry. During the workshops participants
were asked to consider an aspirational vision for the sector.
Analysis of the individual aspirational visions provided
by participants identified that they fell broadly into six
key categories.
Provider of
Choice
17%
Global Benefit
13%
Quality
17%
Employee /
Outcomes
7%
Onshore and
Offshore
4%
Numbers /
Export Value
16%
The following statements are direct transcriptions of

individual aspirational visions and are a sample of the kinds
of visions under each of the headings:
Global Benefit Australia is a world-leading education

provider that facilitates international exchange,
engagement, capacity-building and global cooperation
Quality Australia educating the world market leader

for global quality education
Provider of Choice Australian education is the #1

choice globally in key strength areas
Onshore and Offshore A sustainable, growing sector

involving onshore and offshore and all sectors and new
and established providers
Employability / Outcomes Australian education and

training as a foundation for success anywhere in the
21st century
Numbers / Export Driven Australias #1 export (onshore

and offshore activity)
Ultimately the strategy will need to be guided by one

overarching vision. The ultimate articulation of the
overarching vision will be further tested in the second half
of 2015 to ensure that it has the greatest meaning for the
broadest number of stakeholders.
Executive summary
Strategic priorities
Mindset change
Participants identified a wide range of strategic priorities

needed to achieve long-term sustainable growth in the
sector. Analysis of the strategic priorities or enablers
that help us reach our overarching aspiration identified a
list of 22 different categories. The top eight in that list are
outlined below, including their relative recurrence and an
indicative example:
Systemic level change experts, such as Donella Meadows

(Places to intervene in a system) say that to achieve
fundamental systemic change we must work at the level of
paradigm or mindset change. While the aspirational vision
and strategic priorities provide the why and what for the
market development plan, the mindset change discussion
revealed opportunities as to how the industry may transform
itself in order to achieve its bold aspiration. Participants
identified opportunities to effect paradigm change:
Student Experience 12% Invest and collaborate

to improve the international students experience
(accommodation, transport and community integration)
Collaboration 12% the entire education sector on board

and working collaboratively to achieve 2025 goals
Reputation and Branding 10% Our value proposition

why Australia?
Innovation 10% Focus on innovation and technology to

reach maximum potential students
Quality 7% Realistic expectations, responsive to trends,

get as much education as we can at price point
Employability 7% Prepare students to be job ready in

Australia and the world
Government Coordination 7% Consistent, national /

state / local support all levels of government united in
agreement, mutually supportive
Diversification 6% Diversify existing markets and

develop new ones, think beyond higher education
Experts have identified that plans with fewer strategic

priorities are the more likely to be implemented, as they
provide sharper focus on fewer areas of high importance.
Thus, a long term market development plan will ideally have
just three or four key priorities. Further work will be needed to
synthesise and interpret the priorities gathered to date.
Onshore Need to influence and change community,

employer and political leaders mindsets show the
benefits and value of international students; address
infrastructure constraints; and strengthen brand Australia
by working as collaborators, not competitors
Offshore re-define student for offshore context, e.g.

customer, client, student; leverage areas of Australian
expertise, e.g. agribusiness for education, training and
skills offshore; move beyond only accredited education
and training, e.g. huge opportunities for corporate training;
and leverage technology and digital platforms
Next steps
The insights gained through the consultation workshops
will be considered further through subsequent stages of
the creation of the market development plan. These stages
will include:
Round tables with industry leaders and Minister the Hon

Andrew Robb AO MP during August and September 2015
Research by Deloitte Access Economics, partnered with
EduWorld, to be delivered in September 2015
workshops with an industry advisory group and sector
peak bodies during September 2015
AIE2025 in context
AIE2025 in context
Positioning for Prosperity? Catching the next wave2
Over the last 30 years, the provision of education and

training services has become one of Australias major
exports, benefiting not only education providers but also
communities across the country, and creating a significant
cohort of influential international alumni, particularly in Asia.
Export education generated $17.6b in export revenue in 2014.
Demand for education and training globally is expected to
increase over the next 10 years. Taking advantage of the
opportunities for Australia requires fresh thinking about
international education onshore and offshore in order to
leverage Australias strengths and strategic advantages to
meet global demand.
Two reports in 2014 identified the international education
sector as having high potential to drive Australias future
prosperity and international engagement. McKinsey
Australias Compete to Prosper: Improving Australias global
competitiveness1 categorises international education as an
advantaged performer.
Australias competitiveness segments

SEGMENT
SECTOR
Mining and
extraction
Agriculture
Advantaged
Performers
International
education
Tourism
Basic
manufacturing
Advanced
manufacturing
Commodities
processing
Transitionals
Construction
Utilities
Logistics
Enabling
Industries
Domestic
Core and
Public
Communications
Wholesale and
retail trade
Finance
Next waves
Future waves
Tourism
> GGDP
Health
Water and waste services
Retail and wholesale
~ GGDP
Business and
property
services
Banking
Gas
Agribusiness
International education
Wealth management
Other education and training

Public administration
Transport and logistics
Telecommunications
Oil
Construction
+10%
GGDP
Current wave
Mining
-10%
GGDP
ICT
< GGDP
Manufacturing
Media
Australian advantage (right is stronger)
These reports and others like them have received a great

deal of attention from political and business leaders. Trade
and Investment, Minister the Hon Andrew Robb AO MP, wrote
an opinion piece in The Australian on 25 March 2015 (see
Attachment A) that highlighted this opportunity and set out
the following two key challenges for Australias international
education sector. Over the next decade can Australia:
Food and
beverage
manufacturing
Latent
Potentials
Australias current, next and future waves

of growth, 201333
Global Opportunity (GGDP growth, higher is stronger)
Why AIE2025?
from Deloitte highlights international education as one

of the Fantastic Five sectors that will drive the next
wave of economic growth in Australia post the mining
investment boom.
Double the number of international students and

visitors learning and training in Australia in a sustainable
manner?; and
Substantially increase (as measured in the millions) the
number of people overseas learning and training via
Australian-developed courses or content (face-to-face,
blended learning or through digital platforms)?
Real estate Professional

services
services
Domestic services
Public services
1 http://www.mckinsey.com/global_locations/pacific/australia/en/latest_thinking/
compete_to_prosper
2 http://www2.deloitte.com/au/en/pages/building-lucky-country/articles/positioning-forprosperity.html
Education, mining and extraction, agriculture and tourism

are categorised as having intrinsic advantages and [with]
ongoing global demand, they [will] continue to be critical to
Australias broader success.
Overview of the AIE2025 consultation workshops
The Minister asked Austrade to work with the international

education sector this year, including with non-traditional
players, to develop a long-term market development strategy
out to 2025. In asking Austrade to steward the co-creation
of a bold new 10-year vision for Australian international
education, Minister Robb said that it needs to:
start by changing mindsets, within the sector and beyond

have a strong and engaging narrative about the future of
the sector
build on our strengths as well as consider new
opportunities for the sector
be long term and shared across the sector, emulating
Tourism 2020 and the tourism industry.
Overview of the AIE2025

consultation workshops
Minister Robb tasked Austrade and the sector to develop
AIE2025. The initial mechanism for consultation was a series
of town hall workshops conducted around Australia, in all
capital cities plus Townsville, commencing on 2 April in
Townsville and concluding in Hobart on 24 April 2015. The
format and approach taken in the workshops is outlined in
Attachment A of this report. A webinar was also conducted
on 28 April and provided an overview of preliminary
consultation outcomes.
Consultation timetable and participation

A spectacular opportunity lies before us
the real test is working out ways to make the
most of it. andrew robb
AIE2025 is a market development plan for Australian

international education for the next decade. This initiative
aims to drive a paradigm shift in Australias international
education sector. The long term nature of the plan requires
not only an expanded definition of what constitutes the
sector but also mindset changes to ensure that it realises its
potential to be a key contributor to the future prosperity of
both Australia and our international partners.
The development of a long-term market development plan for
the international education industry contributes to the work
being progressed by the Minister for Education and Training,
the Hon Christopher Pyne MP, in developing a National
Strategy for International Education. His overarching strategy
will support a modern, competitive and sustainable Australian
international education sector. Participants at the AIE2025
consultations were encouraged to provide submissions on
the draft strategy which closed on 29 May 2015.
The workshop timetable and registrant numbers in each

location was as follows:
Date
Location
# Registrants
April 2
Townsville
15
April 9
Darwin
30
April 13
Sydney 1
100
April 14
Sydney 2
80
April 15
Brisbane
105
April 17
Canberra
45
April 20
Perth
65
April 21
Adelaide
75
April 22
Melbourne 1
95
April 23
Melbourne 2
80
April 24
Hobart
30
April 28
Webinar
85
Total registrants
805
In each major centre, a representative from the sector

challenged the group to think boldly and creatively during
the workshop and also shared what excited them about
AIE2025. Extracts from several of these remarks are available
at Attachment B.
Overview of the AIE2025 consultation workshops
One of the key outcomes of the workshops was the

recognition of the change that is already occurring in the
Australian international education sector. The diversity of
participants and the range of innovative projects, initiatives
and business models across all the locations is evidence
of this shift. Some participants were generous enough
to provide a brief overview of their organisation or a
particularly different project, a full set of these is available
at Attachment D. Following are some extracts from
those contributions:
Circulus Education feels that Australia is well positioned

to create high volume, long term sustainable education
and employment pathways through partnering
with international governments and corporations.
Circulus Education
EduBytes aim is to help Australian educational institutions
use cutting edge e-learning and software to reach new
markets, through the power of digital technology, and the
latest innovations in administration management.
EduBytes International
Weve combined the latest thinking coming out of deep
research in neuroscience and behavioural science with
world leading game designers and educators to create
Kings School, an engaging virtual language learning world
on mobile devices. At Kings School they learn English,
build resilience, creativity and independent thinking.
Global English
At Google, we believe that Australian education can help
solve access and equity issues around the globe. There is
no doubt that an in-country experience will always remain
as an integral part of the suite of international education
modalities. However, this should not diminish or be to the
exclusion of the idea of Australian online content, provided
by an Australian institution, with an Australian qualification,
in an overseas environment.
Google
AIBTM currently has a similar collaboration from AIB

International, Kansas (USA) and Hyejeon College, South
Korea to train 10,000 bakery students over 10 years.
Hunter TAFE
An EduTourism consortium has been created made up of
world class research institutions (James Cook University
and the Australian Institute of Marine Science), natural
resource management agencies (the Great Barrier Reef
Marine Park Authority) and high standard, nature based,
experiential learning facilitators.
Great Barrier Reef Marine Park Authority
Working with global companies in this growth industry our

research has identified a need for our specialist training
internationally with My Freight Career now looking at
taking our unique business model and quality industry
training to rest of the world.
My Freight Career
Students may spend 10 to 20 hours per week in class
and some more time on campus, but as far as the
accommodation provider goes, students will often spend
100 contact hours with them per week. Student Rooms is
uniquely placed to significantly contribute to their overall
experience and help Australia build its reputation as a
world-class international study destination.
Student Rooms
As all international students entering Australia are required
to bring a certain amount of money with them, traditional
financial institutions fees and rates can really impact on
students financially. Our platform will allow the students
to perform foreign exchange at the more favourable rate
of 0.5 per cent, a fraction the current charge of up to
five per cent.
Unitransact and GoP2P
In Shenzhen the University is involved in the training of
primary health care leaders to steward the development
of the primary health care system. Over 500 leaders have
been trained in this program and they have made a major
contribution to leading the implementation of the Chinese
governments health care reforms.
The University of Adelaide
We believe there is an opportunity to join our
current businesses with the burgeoning international
education sector and provide training in agriculture for
such students.
Virginia Park Station
We are excited about the future of Australian international
education as the goals for the sector are ambitious, but
achievable, and the opportunities are boundless. We
believe that our technologies and capabilities can play a
key role in both onshore and offshore environments.
White Cloud Global
Tourism 2020 has been a good motivator for our
organisation and provides a platform to link to all sectors
of the tourism industry and provide an opportunity to have
a voice with government in terms of policy.
YHA
What emerged?
What emerged?
Quality
Emerging aspirational visions

A clear, compelling vision is a critical element of a long term
market development plan, as it can become a catalyst to
change the narrative, and a focus of collective action across
the industry. Austrades analysis of some 570 individual
aspirational visions for a long term market development
plan has identified six key categories of aspirations (a fuller
explanation of the approach taken to arrive at these six
headers is at Attachment D). The category headings and
their relative weighting are provided below:
Provider of choice 17%

Quality 17%
Numbers / Export Value 16%
Offshore and Onshore 4%
The range of aspirations can be viewed in terms of occupying

different points of a continuum with global benefit at one
end and numbers / export value at the other.
Quality
17%

individual aspirational visions and are a sample of the range
of visions under each of the headings.
Highest quality, flexible delivery of education enabled

through multimodal channels
Australia educating the world market leader for global
quality education
Australian international education becomes #1 in the world
in next ten years quality is the key
Australia to be first choice in global education and training

Australia international partner of choice for education
services in Asia and the Indo-Pacific
Australia is the lead global provider of international
education
Australian education is the #1 choice globally in key
strength areas
For Australia to be the student destination of choice for
quality, experience and outcomes
Onshore and Offshore

Numbers /
Export Value
16%
Australia as the world-renowned destination and source of

high quality education across all sectors
Provider of Choice
Employee /
Outcomes
7%
Onshore and
Offshore
4%
Employability / Outcomes 7%
Global Benefit
13%
Global benefit 13%
Provider of
Choice
17%
A globally renowned provider of quality education
To provide world-class distance, offshore and onshore

education to international students
Create, foster and implement opportunities for
international student growth onshore and offshore
Sustainable, flexible, meeting student needs onshore
and offshore
An international education sector that matches student
needs (onshore and offshore) with Australias strengths
A sustainable, growing sector involving onshore and
offshore and all sectors and new and established providers
Global Benefit
Australian international education to be a global leader in

developing minds
Australia is a world-leading education provider that
facilitates international exchange, engagement, capacitybuilding and global cooperation
Your first step toward becoming a global citizen starts
from Australia
Inspire, learn and grow
Learning opportunities for all
What emerged?
Employability / Outcomes
Study in Australia as a foundation for success anywhere in

the 21st century
Australian graduates will contribute to a globally
mobile workforce
To offer indisputably the best student experience in the
world, delivering the needs of employers, communities,
society through innovation and value
Emerging strategic themes

Austrades analysis of the close to 2,000 strategic priorities
for a long term market development plan identified a list
of 22 categories. The following is a list of the category
headings and their relative weighting (only those priorities
with a weighting >1% are included here, for a full list see
Attachment E):
To build a high quality education framework in order

to be world leaders in providing education with focus
on employability
To create an international education system which
delivers outcomes that satisfy the demand for global skills
standards and the needs of its students
Numbers / Export Value
Australias #1 export (onshore and offshore activity)

$30 billion industry through new modes of delivery and
business models
International education is a significant contributor to the

sustained growth and prosperity of Australia
One of the underlying issues to surface during the workshops

in identifying an overarching aspiration for AIE2025 was
a perceived tension between the broader benefits of
international education and considerations of quality on the
one hand and more commercial measures such as export
earnings or the position of international education among
Australias top exports on the other. Many participants
shared their differing views on this question, either in table
discussions or with the broader group. The closest any group
came to addressing this creative tension in a way that was
broadly endorsed was a statement on the second session in
Melbourne that these two aspects are not mutually exclusive
you need a high quality offering to be commercially
successful. While this issue was not resolved, it was called
out as something that needs to be dealt with for AIE2025 to
be successful and gain widespread buy-in, both from within
and without the sector.
12%
Collaboration
12%
Reputation
and branding
10%
Innovation
10%
Quality
7%
Employability
7%
Government
coordination
7%
6%
Diversication
5%
Student /client centric
Double size of international education onshore and

offshore (annotation yes, but not bold enough)
To unlock the potential of Australias quality education
systems and providers to develop its global connectivity to
contribute to Australias future prosperity
Student experience
4%
Growth
Sector specic
3%
Industry and community

engagement
Sector engagement
and cooperation
3%
TNE
3%
Global relevance
3%
Technology
3%
2%

individual strategic priorities and are a sample the kinds of
priorities under each of the headings.
Student Experience
International students seamlessly integrated into Australian

society as part of their onshore study experience
Invest and collaborate to improve the international
student experience (accommodation, transport,
community integration)
Student experience is given equal support as marketing
and recruitment
The ultimate articulation of the overarching vision will be

further tested in the second half of 2015 to ensure that the
AIE2025 vision has the greatest meaning for the broadest
number of stakeholders.
What emerged?
Collaboration
Government Coordination
To create a national collaborative approach to overcome

ups and downs in the international education sector
To have the entire education sector on board and working
collaboratively to 2025 goals
Greater coordination and flexibility facilitated across
education sectors to support the development of the
education export area for Australia
Partnerships within and without the sector, and with
international partners
Reputation and Branding
To increase Australias profile in the global market

Our value proposition why Australia?
Unified message through brand, commitment
and consistency
Cooperative partnering and marketing
What is Australias competitive advantage, unique offer,
compared with competitors
Innovation
Work in new ways with new partners

Focus on innovation and technology to reach maximum
potential students
Quality
Develop quality teacher training, subject knowledge,

teaching techniques, resources, cultural sensitivity,
relevant content
High level representation ministerial level

Consistent, national/state/local support all levels of
government united in agreement mutually supportive
Expand education to emerging and non-traditional markets

Diversify existing markets and develop new ones, think
beyond higher education
Offshore market development new markets, TNE
Diversify countries of recruitment and product mix and
teaching methods
Diversify onshore attracting students to new programs
and new countries, offshore deliver programs in
more countries
Offer courses that students need/want

Client-focused, student, commercial market
Customer focus, industry experience, flexible learning
Customer focused needs and wants, quality,
education outcomes
Understand and interpret client needs design and deliver
appropriate programs
Growth
Attract quality international students who receive a first

class education in Australia
Quality realistic expectations, responsive to trends, get

as much as education as we can at price point
Linking students with prospective employers globally
Emphasis on government-to-government relationships

support the industry through diplomacy and
trade agreements
Student/Client Centric
Focus on quality assurance, industry rankings and student

outcomes to ensure attention on sector quality
Employability
AIE to counsel fed government on need for competitive

policies to succeed globally
Diversification
Innovation new programs student outcome-focused

job-oriented, student experience
Leader in innovative partnerships, public / private,
technology industry etc
Allow visa application process to be more competitive

than key competitors
Grow international education market without

compromising education quality
Australian educators find the right balance between
growth and maintaining quality
Ensure growth is sustainable, profitable and investment
is made
Increase % of international students studying at Australian
institutions across all sectors
Employability outcomes and global citizen/recognition

Identify opportunities for international students to
participate in work experience and volunteer activity
Prepare students to be job ready in Australia and the world
What emerged?
Sector Specific
Global Relevance
A vast increase in the number of VET and skills providers

serving international markets
Schools sector will be positioned to increase international
student numbers onshore and to scaffold international
student pathways to VET and higher education
To develop Australia as the English language Mecca for
the world the place to come to study English as a first
step to other courses and tourism
Industry and Community Engagement
Winning over the Australian public, including

outbound mobility
Australian community see the importance of international
education and makes all students welcome
Real (tangible) business buy-in, support for workintegrated learning related activity
Work-integrated learning make Australia businesses
aware of international students
All international students sustain bonds and connections
with Australia
Consider overcoming barriers to deliver education and

qualifications in overseas markets by delivering courses
in the countrys native language (most institutions deliver
courses in non-native language)
Technology
Set up Australian international education incubator/

innovator hubs
Create innovation hubs in every city that bring industry,
education, private equity and government together
Leading in digital engagement delivery and social,
industry and employment
More investment in eLearning and research with other
sector partners
Virtual classrooms, online courses and offshore exams

Australian international education will become a preferred
partner for TNE
Delivering systemic change
Collaboration across sectors, government, private

and public
Increase overseas partnerships on various levels by
listening to overseas institution
TNE
Australia leads the world in development of global skills

training standards to assist in the mobility of Australian
industry and global skilled labour
All these strategic priorities represent excellent enablers that

if the Australian international education sector could put into
action even a portion of these ideas over the next 10 years
our aspirational vision would be achieved. However, plans
that have fewer strategic priorities are more likely to be
implemented, as they provide sharper focus on fewer areas
of high importance. Thus, a long term market development
plan will ideally have just three or four key priorities. Further
work will be needed to synthesise and interpret the priorities
gathered to date.
Sector Engagement and Cooperation
Global skills provide relevant education, training and

skills to all here in Australia and overseas
TNE 2.0 development of highly flexible, skills based, niche

learning packages
Leader in TNE by delivering Australian education content
to 10 million people overseas through online and TNE
(all forms)
Workshop participants were challenged to think outside

their own part of the system (i.e. their own organisation)
in order to bring about or envisage systemic change (i.e.
whole of industry change). Systematic change experts, such
as Donella Meadows (Places to intervene in the system),
say that to achieve fundamental systemic change we must
work at the level of paradigm or mindset change. Participants
were asked to consider leverage points in the system,
either elements that work well and that we should do more
of or amplify, or elements that hold the current system back
and which we should seek to do less of, or which need
mitigation. The following are samples of the kinds of mindset
changes or innovations identified by participants in relation
to onshore and offshore activity, and for possible inclusion as
components of AIE2025.
10
Working together
New paradigm onshore
Need to influence / change community, employer and

political leaders mindsets show the benefits/value of
international students
Re-define international education to its
broadest conception
Address infrastructure constraints
Push for regional centres and diversification of sources
and fields
Flexible pathways
Engagement
In stewarding the development of AIE2025 Austrade will
continue its engagement with the Australian international
education sector through various channels:
LinkedIn group:
Australian International Education (AIE) 2025.
AIE2025 website:
www.austrade.gov.au/aie2025 Austrade will post
relevant publicly available information here.
MIP content:
www.austrade.gov.au/Education/Services/MarketInformation-Package Austrade will continue to
leverage opportunities on the MIP to further the objectives
of AIE2025.
Strengthen Brand Australia

Opportunities to collaborate with the tourism sector
Must have a customer-oriented mindset
No longer see others in the sector as competitors >
mindset of working together
New paradigm offshore
Working together
Re-define student > offshore customer/client/student

Fusion of courses/content > best of ours and theirs
Local language delivery and content that suits local needs
Partner international education with other areas of
Australian expertise, e.g. agribusiness
The AIE2025 market development plan will be ready for

release during Quarter 1 2016. Austrade plans another similar
scale consultation in early 2016 to engage more broadly
with the sector on the activation or implementation stage of
the plan.
Shift our thinking as providers from seeing these

opportunities as scarce to abundant > changes our
mindset from one of competition to collaboration
Move beyond only accredited education/training > e.g.
huge opportunities for corporate training
Leverage technology and digital platforms
Elements of the AIE2025 plan
Articulate a clear vision that is more than just $$ and #s

Measurable goals
Current state of sector; long-term opportunity
identification; priority setting; and resources
Australias value proposition key strengths
Competitor analysis
Market intelligence
Case studies
Whole of sector / government (all levels) cooperating to
achieve AIE2025
Educate Australian community
Identify opportunities for partnership within sector, and
with other sectors and with international partners
11
Attachment A
Attachment A
Formidable challenges as we work to accommodate Asias growth
The Australian, 25 March 2015 by Andrew Robb
The growth in demand for Australias world-class educational
and vocational training from countries in the Asia-Pacific
reflects the humanitarian miracle unfolding in our region.
With foreign students contributing an unprecedented
$16.6 billion last year our fourth biggest export overall
the prospects for further growth are obvious.
But the challenges are formidable, given competition from
our key competitors: the US, Britain, Germany, France
and Canada. We have a 6 per cent global share of higher
education students and have seen 15 per cent growth during
the past year. In the vocational space we have seen 20
per cent growth. The fundamental question is: are we in a
position to accommodate continued growth of this scale and
at the same time increase global market share?
There is no doubt we have the potential to do it but the
need for ongoing innovation in the marketing of our brand
and delivery of high-quality content, along with continued
investment, are critical.
While China has long been our No 1 market, demand from
across the region is quickly growing, in large part driven by
a spectacular expansion its middle class.
The changing face of the market can be seen in figures
showing that during the past 12 years India has gone from our
ninth biggest market to second, Vietnam from 17th to fourth,
The Philippines 38th to 14th and so on.
In terms of student numbers, latest figures show that
enrolments from India are up 55 per cent, Taiwan 28 per
cent, Vietnam 26 per cent, The Philippines 17 per cent, China
15 per cent and Malaysia 13 per cent.
India is our top VET market, having grown 27 per cent in the
past year alone, and the demand across the next decade
will be phenomenal. As part of his inspiring economic
transformation plan, Prime Minister Narendra Modi has set his
country the task of skilling and training 500 million Indians
by 2022.
Early this year, I led a 450-strong business mission to India

that included representation from our higher education,
training and skills sectors. The determination within India
to address its economic development challenges was
palpable. India is looking to back its strengths and become
the worlds leading centre for low-cost, labour-intensive
manufacturing under its Make in India campaign. It is
looking to create hundreds of millions of jobs and increase
productivity, underpinned by investments in innovation and
infrastructure.
In many regards we can expect from India a repeat of what
we have seen from China during the past 15 years. The
scope for growth in our trading relationship is clear when
you consider our two-way trade with India is about $15.5bn,
compared with $160bn with China two countries with one
billion-plus populations.
We share much in common with India beyond a love of
cricket, including democratic institutions and the English
language. India with as many as 350 million Englishspeaking citizens is challenging the US as the leading
English-speaking country.
It explains the logic in us looking to conclude a bilateral
economic trade and investment agreement by the end of this
year. Services, including education and training, are a key
focus of our negotiations.
The 15 per cent growth in the past year has translated into
record commencements of about 100,000. We also are
seeing a shift in demand towards masters as opposed
to bachelor degrees. This highlights how the market is
forever evolving.
Sure, we can look to increase the number of students
studying here. Last year we welcomed more than 400,000
from more than 150 markets. But the potential exists to be
teaching up to 10 million students within the region within
10 years if we adopt a wide range of different models across
higher education, vocational education and training and
secondary levels, most requiring some form of presence in
the various markets.
12
Attachment A
Many providers are beginning to expand their physical

footprints offshore through the development of campuses
and partnerships. In secondary education, for instance,
independent Melbourne school Haileybury opened a
campus outside Beijing in 2013 to educate Chinese students
through to Year 12. This will be a feeder school through to
Australian universities.
The model of study in Australia will address only a fraction of
the global demand for higher skills. There are many potential
students who cannot travel to Australia but still require skills
and training.
The challenge is to engage millions of people in their own
country through offshore delivery and by harnessing the
power of digital technologies. Australia has well-established
expertise in distance education, including online, and we can
build on that foundation.
We know, for example, that employers and their workers dont
always require a full qualification. Often what they want is a
partial qualification or proven skill that may or may not be
accredited but that is still delivered with the high quality for
which Australian education is renowned.
Late last year, for example, we launched three products

based on training packages in India. These look at ways
to train and assess workers and will be trialled by several
Australian public and private providers there across the next
12 months.
I have asked Austrade to work with the international
education sector this year, including with non-traditional
players, to develop a long-term market development strategy
out to 2025.
This will unearth new thinking and initiatives to support
the potential for growth. It will complement the work
of federal Education Minister Christopher Pyne, who is
finalising a broader national strategy for the international
education sector.
A spectacular opportunity lies before us. The real test is
working out ways to make the most of it.
Andrew Robb is the Trade and Investment Minister.
Massive open online courses demonstrate the power of

online technology that can be applied to vocational skills and
training for overseas students.
Blended education models will see most of a course
delivered in a students home country complemented
by a flagship course or semester in Australia. In turn,
Australian students can do likewise in a partnership
educational institute.
We also need to work hard at adapting our vocational skills
and training content to international needs and, to their
great credit, providers are always trying new ways to deliver
their product.
As a government we are innovating, too; testing approaches
that may assist the delivery of Australian skills in-market.
13
Attachment B
Attachment B
Approach to the AIE2025 consultation workshops
Workshops for smaller groups (Townsville, Darwin and Hobart) ran for two to two and half hours, and generally followed the format
outlined for the larger groups below, with some modification to account for group size.
In all other locations, the workshops ran for four hours, overseen by an independent facilitator. Participants worked at table
groups of between six and 10 people depending on the location and attendance. Output from the table groups was collated by
Austrade and circulated electronically to location participants within days of each workshop. Each workshop was divided into four
working sessions.
Workshop Session 1 Scene Setting

The first 45 minutes of each workshop was devoted to setting the scene for the days discussion. Senior Austrade representatives
provided an overview of the context for the development of AIE2025 (as summarised earlier in this report), including connection
to Minister Pynes Draft National Strategy on International Education. Austrades specific remit to help grow the international
education sector onshore in Australia and offshore in all its forms was emphasised.
Additionally, an introductory speaker at each location was tasked with challenging participants to think boldly and creatively,
and to apply themselves to the co-creation of an innovative market development plan. Importantly, the distinction was made for
participants that this was not intended as a plan for Austrade, but a plan for the sector as a whole, stewarded by Austrade but
owned by the sector.
The introductory speakers at each location are listed below. Extracts from the remarks of selected speakers are at Attachment B.
Location
Speaker
Organisation
Sydney Day 1
Claire Field
Claire Field & Associates
Sydney Day 2
Helen Zimmerman
Navitas
Brisbane
Claire Field
Canberra
Claire Field
Perth
Patrick Brothers
Navitas
Adelaide
Bill Spurr AO
Education Adelaide
Melbourne Day 1
Fabian Marrone
Hobsons Asia Pacific
Melbourne Day 2
Kay Lipson
Swinburne Online
Following these initial remarks, participants were invited to introduce themselves to their table group colleagues. This exercise
was aimed at identifying participants in the room with a different perspective on or relationship to international education.
It was evident from participant lists in each location that many attendees were either new to their organisations which had
long been involved in international education in Australia, or that there were many new organisations that had been drawn to
the opportunities emerging within Australias international education sector. A sample of these new perspectives, stories and
innovative business models and ideas was shared with the room to complete the scene setting session (see Attachment D).
14
Attachment B
Workshop Session 2 Aspirations and Strategic Priorities

The language of the workshops was deliberately framed to
reflect the genuineness of the opportunity for participants to
co-create the development of a market development plan for
Australias international education industry.
This second session of each workshop (1 hours) required

as a first step individual participants to identify their own
aspirations and strategic priorities for international education.
Setting the framework
So why are we here?
What should be the framework for the sectors long

term market development plan?
Can we identify one overarching aspirational
statement?
Can we agree on three key strategic priorities?
to invite you into co-creating a bold 10 year

vision for Australian International Education
to co-design and socialise a strong and
engaging 10 year narrative for Australian
International Education
to build new relationships and strengthen
collaborations across the sector to unlock more
potential
to identify Australias strategic advantages and
areas to develop to realise the potential
AIE 2025 Consultations
19
Words such as co-create, co-design and collaborate

invited participants to contribute constructively but also to be
creative and bold in their thinking about the future shape and
character of the sector.
Each table group was then asked via a facilitated exercise

to use the individual responses to develop one common
aspirational statement and three strategic themes for
AIE2025. Upon completion of the table group exercise, all
participants voted on the output of the room to identify the
aspirational statements and strategic themes that resonated
with them most.
15
Attachment B
Workshop Session 3 Bold Thinking

Table groups were then asked to tackle the co-creation of
a market development plan. Participants were specifically
directed to consider the mindset changes that would be
needed to enable the sector to achieve sustainable but
significant growth.
The specific tasks assigned to tables in this 70 minute

session were to consider three challenges.
Co-creating a market development plan
Given the competitive environment that is international

education globally, the opportunity and the challenge
presented by disruptive and enabling technologies, and the
multiplicity of choice, wants and needs of the ultimate end
user, the student, it will not be enough to simply continue to
do as is done now if we wish to remain competitive globally.
Participants were asked to consider the fundamental mindset
changes or innovations that would be required to achieve
systemic change as the basis of sustainable success for
Australian international education.
Based on the aspirational vision and strategic

priorities, how could we:
Double student numbers onshore
What mindset changes would be needed?
Innovations?
Reach 10m people offshore
What mindset changes would be needed?
Innovations?
In order to optimise implementation of AIE 2025,
identify the elements to be included in a market
development plan
A chance to change mindsets
Once again the language of the workshop was deliberate

mindset change, innovation, reach, not teach
emphasising the need to think boldly, creatively and
differently. Upon completion of the exercise, output of each
table was shared with the whole group. This output was again
included in the notes circulated to participants by Austrade
following the workshop.
Think outside our part of the system in order to

affect systemic level change
Leverage points in the system identify things
to:
amplify / do more of
dampen / mitigate / do less of
To achieve fundamental systemic change we
must work at the level of paradigm or mindset
change
18
16
16
Attachment B
Workshop Session 4 Thats a Wrap

The final session of the workshop called on select participants to share their views on the days proceedings. Some of these
summary speakers were identified prior to the workshops, others were approached during each workshop. Speakers included:
Location
Speaker
Organisation
Sydney Day 1
Cratis Hippocrates
Study Group
David Labalastier
Insearch/University of Technology,
Sydney UECA
Aleksandr Voninski
The University of New South Wales
Sue Blundell
English Australia
Janet McGarry
YHA
Helen Cook
ETS
Janelle Chapman
TAFE Queensland International
Lynne Wilbraham
Gympie Regional Council
Amy Burton
Study Canberra
Chris Roberts
Overseas Students Ombudsman
Perth
Kelly Smith
The University of Western Australia
Adelaide
Sebastian Raneskold
Flinders University
Glen Vollebregt
Student Rooms
Patrick Kearins
Austrade
Melbourne Day 1
Phil Honeywood
International Education Association of

Australia
Melbourne Day 2
John Molony
Deakin University
Sydney Day 2
Brisbane
Canberra
In addition, participants were given the opportunity to contribute thoughts from the floor, responding to the questions on the
slide below.
To complete the each workshop, senior Austrade
representatives outlined next steps for the project, including a
time line for production of AIE2025 market development plan.
Next steps for you

What do I need to do back at work to advance this
project and what do I want to see happen next in
the Australian International Education sector?
What was the most valuable thing about today?
30
17
Attachment C
Attachment C
Quotes from speakers on the AIE2025 Roadshow
Sue Blundell Executive Director, English Australia
Theres a lot of people in this room who Ive never met
before, never knew existed, never talked to, never heard,
never listened to and Ive heard some perspectives and some
views and some ideas today that have got me excited, and
I think its because I normally talk to the same people and
were probably all vulnerable to that, that we meet the same
people at the same events, we go to the same conferences,
we mix with people we like, that we have the same opinions
of. And theres people in this room that Ive never listened to
before and I want to talk to them again because Ive learnt
things today and Ive been engaged in different ideas that Ive
never thought about before.
But the downside of being risk averse is that

were not open to opportunity and innovation
and entrepreneurialism. So I think we need to
do a lot of work to get that balance right, the
risk balance. sue blundell
You know, companies outside of education I think take a

much more healthy view of risk. I think our attitude within
education tends to be more conservative and more traditional
and maybe we need to break some of those boundaries in
terms of how we view risk and opportunity.
Someone at my table said that this is a once in a generation
opportunity. How often do we get the Department of
Education coming out with an international education
strategy at the same time as our Trade Department is coming
out with a market development strategy, at the same time as
we have a government actually in power whos talking about
a cross-government approach to [the] industry at the same
time as we have all of these consultations.
Patrick Brothers Group General Manager Strategy and

Business Development, Navitas
I would like to share some 'outside in' observations.
Infrastructure is a fascinating comparison to education. I
had the privilege of spending the last three years working
with the World Economic Forum, the B20 & G20 on the
strategic infrastructure agenda. We had a similar challenge to
what I see today [in international education], both long term
issues and long term targets, balanced with trying to create
an immediate sense of urgency, to get everybody moving,
to get everybody mobilised in order to achieve that long
term target.
Globally and in Australia our education operating models are
still quite old.
While these models have been evolving,

they are generally predicated on how we did
business 10, 20, 30 years ago, yet were here
having a conversation about achieving a target
in 2025. For me, fundamental to achieving
those targets or even sustaining the type
of growth weve achieved over the last 10
years, will be changing the way we do things,
changing our operating models, engaging
with each other differently, thinking about it
completely differently and not taking anything
for granted. patrick brothers
Digital ... its overwhelming the amount of discussion about

digital, yet theres very little that were doing about it as a
sector. We have got some fantastic champions and some
leaders but if we are really going to move the needle, it wont
be about one or two of the institutions in Australia developing
an advantage, it will be about education as a sector and as
a community creating a national advantage so that there is
national recognition that this is a capability that Australia is
advantaged at. Weve got a long way to go to move beyond
talking about the opportunities in digital and really mobilising
to achieve them.
18
Attachment C
Associated with digital are innovation, incubation and

investment. In terms of capital flows and similarly to
infrastructure, there doesnt appear to be much capital to
invest... Check the government balance sheets around the
world. Were trying to work out how to deal with a lack of
funding, not a surplus of funding. Yet when I catch up with
the private investment community it sometimes appears that
they dont know what to do with all the capital that theyve
got... Theyre investing in places that theyre often reluctant
to because theyve got to put it somewhere or theyve got to
give it back...
Claire Field Principal, Claire Field and Associates

The Trade Minister, Andrew Robbs, challenge to the sector
to educate one million students per year here in Australia is
achievable if we ensure we focus on the student experience,
student support and delivering high quality educational
opportunities to both our domestic and international
students.
The OECD states that in 2009 (just over 5 years ago) there
were 525 million Asian people in the global middle class.
The OECD predicts that by 2020 (just 5 years from now) that
figure will be 3.2 billion, and by 2030 it will be 4.9 billion.
Lifting such large numbers of people out

of poverty in such a short period of time is
unprecedented in human history. And the fact
that this is happening in our region offers us an
extraordinary opportunity to assist and support
our Asian neighbours to profoundly change
their lives. claire field
Bill Spurr Chair, Education Adelaide

Im particularly going to talk about South Australia, of course,
weve focused on five industries to stimulate our exports,
our employment and our economic growth. And they are, or
were: advanced manufacturing, mining, defence, agribusiness
and wine.
Now for a whole number of reasons that we

all know, only one of those industries, thats
agribusiness, is mentioned in the latest Deloitte
Access Business Outlook for South Australia
as a key industry going forward. The other two
for South Australia are tourism and international
education. bill spurr
The second suggestion for SA going forward is part-time

work and post-graduation employment opportunities I think
are key challenges in South Australia. But if we can get this
right, the word of mouth of advocacy will take over. We need
to do something here thats out of the box.
I think if we can grow the SACE, or South Australian
Certificate of Education availability beyond Malaysia, right
through Asia if possible and really work on that, I think it will
give us a good leg up.
I understand some of you may cringe at my focus on

non-accredited training, but lets be real, the rest of the
world doesnt cringe, in fact they value what they refer to as
corporate training and make extensive use of it its time
to get serious about the opportunities. There is extraordinary
demand for Australian education and training to lift business
productivity in the Asian region.
Digital of course is changing our lives in ways we never
imagined. It will continue to transform, disrupt and make
viable opportunities that currently seem out of reach.
19
Attachment C
Aleksandr Voninski Executive Director, UNSW

International, University of New South Wales
There is a great diversity in the room and I think its fantastic.
If I look at my table alone, we had representatives from
universities, pathway providers, service providers, consultants
and agents, and I think this is probably evident at all tables
around the room.
A key challenge as well, particularly from a large research
intensive university like UNSW, is capacity. Were currently
approaching about 16,000 international students if we look
at our full degree study roll and exchange numbers. Capacity
is not just about physical space, its also about changing that
paradigm, the old way of thinking about how we structure our
academic year for example.
Another challenge or an area [is] visa policy and what
sort of visa policy do we need in the year 2025 to support
this type of agenda? What type of visa policy do we need
to support the flexible movement of student human capital
across borders because, really, to grow, to double our
numbers onshore. [In this regard] a whole of government
approach [to visa policy] is vital if we want to be a success
in 2025.
Can we innovate course delivery to contain

costs? Weve talked about paradigm change,
but what about a mindset change? Can we
deliver courses that are shorter, more flexible
and more cost effective to both students and to
providers? To grow our reach, can we provide
Australian content offshore in Mandarin, Bahasa
and Arabic?. aleksandr voninski
Helen Zimmerman Executive General Manager, Navitas

I do think we can have students in Australia numbering
close to a million, and I certainly think that we can serve
8-10 million students globally with an Australian educational
involvement in their education. It might be through
technology, it might be through collaboration, it might be
through human capital building but we can do it. I think for
me the big question is will we be able to make the shifts that
allow us to do this.
And that I think will need a real change in our

mindset and our business operating models.
In the how, the what, the when, the where and
the why? helen zimmerman
And we cant achieve, I think, Australian International

Education 2025 if we dont do some other things. We need
coalitions of the aligned, and thats within education. We
need public-private collaborations, we need collaborations
with diverse ways of delivering education, with niche
providers. We need a whole lot of change that were actually
not really addressing at the moment. We need it with
business and industry. Were starting to talk about work
integrated learning and the needs for strategies to engage
with industry but we need to actually be thinking about whats
the role of business in achieving AIE2025. We need much
deeper engagement with government and policy makers and
thats why this consultation is so important because I think
thats really a way of going forward.
20
Attachment D
Attachment D
Organisational profiles
ABC International
ABC International (www.australiaplus.com/international/)
delivers Australian content to the Asia Pacific region and
around the world, Australia Plus is powered by the Australian
Broadcasting Corporation. Australia Plus produces and
curates video, online and social media content targeting
local interests. We publish content in eight languages:
English, Mandarin, Bahasa Indonesia, Khmer, Vietnamese,
Burmese, Tok Pisin and French. We deliver a mix of business
and economic news and information, education and
insights into Australian life in all the key Asian and Pacific
markets including Thailand, Singapore, Indonesia, Malaysia,
Philippines, India, Hong Kong, PNG and China.
The ABC is seeking partnerships with Australian education
providers to collaboratively develop commercial digital
education products for the Australia Plus audience.
Additionally, we are looking to source human interest stories
to connect with the existing Australia Plus audience.
With significant market reach, a new web portal in China and
an ever increasing audience, ABC International is confident
that through the right partnerships and the right products, we
can significantly highlight the Australian education sectors
creative and global facing potential.
For further information, please contact us at:
contact@australiaplus.com
Circulus Education
Circulus Education (www.circulus.com.au) is an education
services company that supports Australian VET and higher
education providers. It provides advice and assistance of
how to embed best practice online education strategies into
their operations. Our services are designed to help education
and training providers to take part in the international
education market.
Recently our multi-national team have been working on
a project with the Albanian Government and Risi Albania,
funded by the Embassy of Switzerland in Albania. The
project is designed to improve the employment prospects
for Albanian youth. Stakeholder organisations have joined
together to revive the local economy by training Albanian
youth with strong information technology skill-sets, and
preparing them for outsourced working opportunities with
Western nations.
Currently, our specific virtual learning platform, Almooc,

provides education to over 28,000 Albanian-speaking
students, offering courses in English, maths, physics,
chemistry and coding (www.almooc.com).
Circulus Education feels that Australia is well positioned to
create high volume, long term sustainable education and
employment pathways through partnering with international
governments and corporations.
Many countries have a growing need for quality education
to support their own economic and workforce development
objectives and the only way to achieve this is by partnering
with countries that hold a strong reputable education
foundation such as Australia, and have the ability to support
and integrate into greater international education markets.
By partnering with other countries through strong and
long lasting agreements, we feel that both Australia and
the partnering countries will be able to share information
to solve much of each others economic and workforce
development objectives.
CISA
The Council of International Students Australia (CISA)
(www.cisa.edu.au) is the national peak representative
organisation for all international students in Australia.
CISA advocates for the interest and needs for all
international students, the ultimate stakeholder group
impacted by changes to current and future policies in
international education.
CISA runs a community engagement project I am not
Australian, but I have an Australian Story to raise awareness
about the importance of international students to the wider
community. CISA advocates for stronger engagement
and integration between international students and the
Australia community, ensuring them a memorable Australian
experience while studying and living in Australia.
21
Attachment D
The exciting part about the future of Australian international

education for an international student is the future unlimited
opportunities. Opportunities to make ties and connect
with friends from countries across the world, and for
individuals to be transformed through the education and
training experience delivered by the institutions here. The
commitment from the government to look into a stronger and
working relationship with international student body in finding
solutions to issues faced by international students is also
something that is exciting and something that we very much
look forward to.
CPA Australia
CPA Australia (www.cpaaustralia.com.au) is one of the
world's largest accounting bodies, with more than 150,000
members across 120 countries. Some 60 years since we first
established a presence in Asia, our membership across the
region has grown to more than 36,000.
CPA Australia actively promotes our brand to ensure we
attract people of the highest calibre to enter the profession
and add value to the community. We actively engage with
students on university campuses around Australia, where
CPA Australia and our professional Program are introduced to
commerce and management students from around the world.
As the accounting profession continues to globalise, our work
to broaden awareness and regard for the CPA designation
in order to remain relevant to both our current and future
members becomes increasingly important.
To this end, in 2012 we launched thenakedceo.com online
mentoring site, where the chief executive of CPA Australia
invites students and professionals to join him behind the
scenes with global leaders and brands to impart key insights
and strategies for success. Since its launch, thenakedceo.
com has generated more than 2.5 million site visits and
seen our chief executive personally respond to more than
one thousand career related questions via the site, as well
as countless more questions from students during university
visits. The outstanding level of online engagement has seen
the commissioning and global release of a book, The Naked
CEO The truth you need to build a big life.
CPA Australia looks forward to working together with our
partners in the education sector to maintain Australias high
standards and status as the preferred destination of so many
international students.
EduBytes International
EduBytes International (www.edu-bytes.org) is an
organisation providing solutions for vocational education
providers and facilitators. We focus on finding solutions for:
ASQA compliance for evidence collection and mapping

educational videos and resources
administration data for AVETIMISS compliance
e-Learning support
EduBytes aim is to help Australian educational institutions

use cutting edge e-learning and software to reach new
markets, through the power of digital technology, and the
latest innovations in administration management. For the first
time, vocational education providers based in Australia can
offer work-place skills-based training and assessment using
state-of-the-art e-learning management systems. New video
response technology brings your college to the student, no
matter where they are. Servicing international markets and
employers with courses, apprenticeships, practical on-site
assessment, and work-place inductions are all possible using
virtual class-rooms and interactive cloud-based technology,
without the need for international travel or expensive
overseas campuses.
By utilising these technologies, Australia can become the
'Google' of international education. Put your campus in the
pocket of millions.
Global English
Global Englishs (www.globalenglish.company) stake in
Australian international education is as an innovative exporter
of Australian education into China and beyond.
Global English was founded on the belief that all children
have the right to an educationally rigorous, supportive and
fun experience in education.
Weve combined the latest thinking coming out of deep
research in neuroscience and behavioural science with
world leading game designers and educators to create
Kings School, an engaging virtual language learning world
on mobile devices. At Kings School they learn English, build
resilience, creativity and independent thinking.
User-centred design is at the heart of the design process
of Kings School where students have co-created the
environment and will benefit from an algorithm delivering a
personalised learning experience. The entire platform has
been built from the ground up with the child learner in mind.
22
Attachment D
China is the first market where children aged 511 are the
target users. A bespoke curriculum has been produced
blending global best practice in English as a second
language and the local Chinese curriculum to give children
in China the very best chance of achieving their educational
objectives while attuned to their specific cultural needs.
We are supportive of AIE2025 and eagerly await its results.

We look forward to partnering with Australian educators
and look forward to being of assistance both now and into
the future.
Australia stands in a unique global position, situated

culturally and geographically close to the driving force
behind global economic growth, Asia. Both cultures share
a deep appreciation of education and a can-do attitude.
There is vast potential for adaptive, agile companies
supported by AIE2025 to make a significant economic and
social contribution.
Hunter TAFE (www.hunter.tafensw.edu.au) has recently

developed a partnership agreement with Assocom Institute
of Baking Technology in India. AIBTM (Assocom Institute of
Baking Technology and Management) is providing quality
education in the form of exclusive courses designed to gain
knowledge in every single aspect of the bakery profession.
Google
Australian educators are ingenious. In 1948, long before
any mainstream acceptance of the role of technology in
education, the Alice Springs Royal Flying Doctor Service
(RFDS) base, was used to broadcast school lessons to
outback children. The idea was the brainchild of Miss
Adelaide Miethke, a RFDS Vice-President and former
inspector of girls schools who had noticed that all bush kids
were taught to use the RFDS radio service in the event of
emergency. Why then, she asked, couldnt the radio network
be also used to teach?
Today, the result of this novel application of technology
is what we endearingly call the School of the Air (SOA). It
is a timely reminder of the great benefits of technology
geographical challenges can be surmounted, opportunities
can be created, and, most importantly, pedagogical
interactions can be humanised.
As our nation considers the best way to reach the next billion
students around the world, the story of the SOA is a timely
reminder that we have done this before. In a symbolic sense,
Australian International Education 2025 (AIE2025) is a natural
extension of our pedagogical history.
At Google (www.google.com.au), we believe that Australian
education can help solve access and equity issues around
the globe. There is no doubt that an in-country experience
will always remain as an integral part of the suite of
international education modalities. However, this should
not diminish or be to the exclusion of the idea of Australian
online content, provided by an Australian institution, with an
Australian qualification, in an overseas environment. In short,
flexibility is key. A nuanced approached to the delivery of
Australian education will allow for significant strategic value
it is the only way we can meet the needs of diverse students
from diverse economies.
Hunter TAFE
AIBTM currently has a similar collaboration from AIB

International, Kansas (USA) and Hyejeon College, South
Korea to train 10,000 bakery students over 10 years. AIBTM
is a complete teaching, training, and research facility, with
modern facilities provided by the Indian Government and
courses designed under the guidance from American
Institute of Baking (AIB), who are facilitating the training
programs with AIBTM.
The proposed AIBTM programs are:
Two-year Diploma in Bakery Technology and Management

One-year Post Graduate Diploma in Baking Science
Two-year Diploma in Patisserie and Artisan Bakery Craft
The facilities of AIBTM include:
housing
100 per cent placement for qualified candidates
state-of-the-art facilities including an e-library
24 hours Wi-Fi internet
easy access by transport (road and rail).
Students in India are also able to access part of the

curriculum through the Hunter TAFE online learning platform.
What is exciting for our organisation is being able to identify
opportunities both on line and face-to-face products and
developing a point of difference in the market place.
23
Attachment D
My Freight Career
My Freight Career (www.myfreightcareer.com.au) has been
a part of the Australian vocational training industry (VET) for
the past fifteen years. As a leader in innovation and outcomes
related processes My Freight Career ensures that students
receive quality training aligned to the international freight and
logistics industries.
Until recently, the main focus of the business had been
to improve, qualify and validate the need for structured
vocational qualification on a national basis, within the logistics
and international freight sector.
Through working with global logistics organisations though
we have been able to showcase and benchmark our
method of training against similar companies globally. The
results from this indicate that our business model not only
stands up to international competitors, but in many cases
exceeds expectations.
Working with global companies in this growth industry our
research has identified a need for our specialist training
internationally with My Freight Career now looking at taking
our unique business model and quality industry training to
rest of the world.
With the knowledge that there is a global skills shortage, My
Freight Career is excited about the numerous opportunities
for our business and the potential for growth in both
emerging and established markets. This will not only benefit
our business but will also assist in showcasing Australian
international education globally.
Reef HQ Great Barrier Reef Aquarium

Reef HQ Great Barrier Reef Aquarium (www.reefHQ.com.au)
is the Australia Government's National Education Centre for
the Great Barrier Reef and the world's largest living coral
reef aquarium.
Reef HQ Aquarium is a member of an EduTourism consortium
that has been established in Townsville. The vision is
to establish North Queensland as a global destination
of excellence for faculty led study abroad, experiential
learning programs.
The Townsville North Queensland Region is working to

position itself as a destination of excellence for faculty
led study abroad teaching and learning. An EduTourism
consortium has been created made up of world class
research institutions (James Cook University and the
Australian Institute of Marine Science), natural resource
management agencies (the Great Barrier Reef Marine Park
Authority) and high standard, nature based, experiential
learning facilitators.
What sets our region apart from other Australian based
destinations and others globally is that it's quite literally
the epicentre of diversity for experiential learning in the
tropics. Environmentally the region is a gateway to the World
Heritage listed Great Barrier Reef, tropical islands, wet tropics
rainforests, national parks, Ramsar wetlands and Australian
outback experiences, there is also a rich Indigenous culture.
Additionally, the region has well established linkages
to agriculture (agribusiness); aquaculture; research and
development; conservation; and sustainable business
operations and technology as Australias largest solar city.
All this coupled together makes for a unique infusion of
experiences that would traditionally be sought out as part
of a leisure holiday and high level education programs
supported and/or facilitated by internationally renowned
organisations and passionate locals.
What makes us excited about the future of Australian
international education is that Australia is awakening not
just as an alternative but as a preferred destination for
international students personally and tertiary institutions that
offer study abroad opportunities.
Student Rooms
Student Rooms (www.studentrooms.com.au) is a supplier
of quality, affordable and furnished accommodation for
university students in South Australia with a network and
pipeline of approximately 300 rooms in shared-living
dwellings throughout Adelaide.
Studies by the Australian Research Council have revealed
a lack of affordable housing for international students in
Australia, which is a significant barrier to the growth of our
countrys largest service export.
Student Rooms is leading the charge to solve student
accommodation shortages in South Australia with our allinclusive approach to affordable student housing.
24
Attachment D
Student Rooms provides fully furnished student

accommodation in quality share houses located on major
transportation routes throughout inner-metropolitan Adelaide.
Being in close proximity to the city, and on major public
transport routes, but not in the CDB, allows Student Rooms to
provide high-quality accommodation at half to two-thirds the
price of city offerings, without a reduction in amenity.
Our all-inclusive approach allows students to pay for all their
monthly housing expenses including high-speed internet
with individual data metering, cleaners, gardeners and all
utilities on a single bill.
All of Student Rooms housemates are individually
interviewed to build safe, friendly and culturally diverse
collegial environments that enhance the learning experience
of our students away from the university without the expense
of private residential colleges.
What make us excited about the future of Australian
international education is, according to reports in
The Australian, international students contributed a record
$17.5 billion to the economy during the 12 months to the
end of March 2015. To maximise this opportunity, Australias
tertiary education sector must come together to provide the
necessary infrastructure and services to ensure Australia
remains a competitive destination for international students.
Students may spend 10 to 20 hours per week in class
and some more time on campus, but as far as the
accommodation provider goes, students will often spend
100 contact hours with them per week. Student Rooms is
uniquely placed to significantly contribute to their overall
experience and help Australia build its reputation as a worldclass international study destination.
Unitransact and GoP2P

Unitransact (www.unitransact.com) has two businesses, one
is Unitransact B2B related to international transactions and
the other, GoP2P (www.gop2p.net) being a peer to peer FX
platform aimed at benefiting international students.
As all international students entering Australia are required
to bring a certain amount of money with them, traditional
financial institutions fees and rates can really impact on
students financially. Our platform will allow the students to
perform foreign exchange at the more favourable rate of 0.5
per cent, a fraction the current charge of up to five per cent.
Unitransact is excited about the future of Australian

international education and envisage that our business will
have the perfect model to leverage the Australian economy.
We see that Australia could be benefiting more from the
international student market by a re-distribution of where
students study in Australia as well as by educating the public
of the benefits of this sector, so they are perceived as not a
burden, but a source of generating income to the country.
The University of Adelaide

The University of Adelaide (www.adelaide.edu.au) has
an extensive involvement in international education and
international research collaboration. International students
represent 25 per cent of the Universitys student load and
this proportion is growing steadily. The University of Adelaide
is one of Australias Group of Eight, research-intensive
universities and is consistently ranked among the top 1 per
cent of universities in the world. Established in 1874, the
University is Australias third oldest university and an iconic
Adelaide institution, contributing significantly to the health,
wealth and wellbeing of the state and a vital part of the
cultural, social and intellectual life of the community. The
University has a strong reputation for international research
and teaching excellence and for producing graduates
that make an impact on the world. The University has
produced over 100 Rhodes Scholars, including Australias
first Indigenous winner with five Nobel Laureates among its
alumni community.
The University is involved in training new global leaders in a
range of disciplines and professions for the local and global
contexts. The training centres on how to use contemporary
world leading research evidence to inform high quality
professional practice and policy. Many of the Universitys
alumni hold senior leadership positions. An example of
one such program of activity is the Universitys extensive
involvement in training medical practitioners, nurses and
managers in health care leadership and evidence based
practice. At the University the Joanna Briggs Institute (JBI)
is the international not-for-profit, research and development
arm of the School of Translational Science at the University.
The Institute and its collaborating entities promote and
support the synthesis, transfer and utilisation of evidence
through identifying feasible, appropriate, meaningful and
effective healthcare practices to assist in the improvement of
healthcare outcomes globally. In Shenzhen the University is
involved in the training of primary health care leaders to lead
the development of the primary health care system. Over
500 leaders have been trained in this program and they have
made a major contribution to leading the implementation of
the Chinese governments health care reforms. These reforms
25
Attachment D
are targeted at producing major benefits to the Chinese

people in terms of health, wellbeing and access to reasonably
priced and high quality health services.
The future of Australian international education is indeed
vibrant. We are enriched by having the best and brightest
from other countries come to Australia and to contribute to
the global partnerships and friendships formed by working
together. Our knowledge and expertise promotes the
improvement of the human condition globally and Australia
should be proud of its contribution. There is now widespread
recognition of the strategic significance of international
education to the global economy and Australia is stepping up
in assuming a leadership role in this arena.
White Cloud Global

White Cloud Global (www.whitecloudglobal.com) provides
our clients with solutions to learning delivery, professional
development and assessment needs by utilising the latest
cloud based technologies.
Our business has a number of engagements and
opportunities where our capabilities in the automation
of learning and assessment will make a significant
contribution to:
Virginia Park Station

Virginia Park Station (www.virginiaparkstation.com.au) is
a unique setting for a training facility. The cattle station has
been a training facility for a Registered Training Organisation
(RTO) for the past 17 years, delivering over half of all
Queenslands Certificates II and III in agriculture. Virginia
Park is now focussed on delivering training in agriculture to
international students.
Situated only one hour from Townsville and 30 mins from
Charters Towers, the cattle station is a fully functioning beef
operation. We recognise that there is increasing international
focus on Australias clean and efficient beef production. There
is a market in other countries for sharing information on some
of the intricacies of how our beef industry operates. We
believe there is an opportunity to join our current businesses
with the burgeoning international education sector and
provide training in agriculture for such students.
The governments recent international trade deals have not
just broken down some of the barriers that exist for the trade
of tangible goods, but they have also made the world a
smaller place for the delivery of services such as education.
Given the current governments commitment to developing
this sector, along with our countrys strengthening
relationships with Asia, the opportunities for working with
international students are extensive and exciting.
higher education organisations that are migrating from

paper-based to online assessments
assessment and certification organisations, with an
ongoing dependency on human-marking, that require
tools to effectively manage, monitor and report on
these activities
education providers with opportunities to
deploy optimisation solutions that can deliver
significant efficiencies
education providers that see adaptive learning and
adaptive testing as critical to their success and efficacy.
We are confident that working with us will help Australian

education providers to be world-class in design, delivery and
cost-effectiveness and to enhance their competitiveness in
the international education marketplace.
A project that we are particularly excited about will provide
English as an additional language to students, with the
opportunity to practice their IELTS skills online and receive
immediate feedback. This immediacy will be enabled by the
use of machine learning capabilities to automatically mark
free text questions that currently require human intervention.
We are excited about the future of Australian international
education as the goals for the sector are ambitious, but
achievable, and the opportunities are boundless. We believe
that our technologies and capabilities can play a key role in
both onshore and offshore environments.
26
Attachment D
YHA
YHA (www.yha.com.au) is a not for profit, membership
organisation with a mission to provide low cost hostel
accommodation and to encourage all, but especially young
people, to travel and learn about themselves and the
world. Our mission integrates well with the aspirations of
international students coming to Australia, where studying
is just a part of the overall life experience. Our organisation
enhances the international student experience through
booking and providing travel information on short weekend
breaks or holidays.
Youth tourism accounts for more than 10 per cent of all

international tourist arrivals to Australia (not including
education students). YHA targets international students
through a range of on-shore campaigns while they are in
Australia O weeks, digital marketing, events, meet and
greets to name a few examples. We also lobby state tourism
bodies and Tourism Australia to be more active in marketing
offshore to potential students, to position the tourism
experience in Australia as another reason why they should
choose to study here.
YHA is also a part of the Tourism 2020 initiative, to grow

the total visitor economy. Tourism 2020 has been a good
motivator for our organisation and provides a platform
to link to all sectors of the tourism industry and provide
an opportunity to have a voice with government in terms
of policy.
There is just such growth potential for our business if the

number of students coming to Australia continues to grow.
We believe that by encouraging students to travel while in
the country also helps address issues around the quality of
the experience they have in Australia it enable them to
experience the Australian lifestyle, meet and network with
the community, and to step outside their comfort zones. The
happier students are in our country, the better they will study
and the more positive message they will give to peers back
home who may be considering Australia. Our hope is for the
sectors to work together as the opportunities are endless.
27
Attachment E & F
Attachment E
Attachment F
Approach to the categorisation of

aspirational visions
Approach to the categorisation of

strategic priorities
Each workshop participant was asked to formulate their own

aspirational vision for AIE2025. During the course of the
consultations over 560 individual aspirations were provided.
Austrade has undertaken analysis of these aspirational
visions by attempting to categorise the input under
similar themes. It should be noted that these suggested
headings are merely suggestions for ease of analysis. It is
important that they do not become fixed assumptions as
there is a great deal of richness, diversity and nuance in
individual statements that sit beneath each heading. Indeed,
there is also a great deal of subjectivity when multiple
people have been involved in what was a large scale
categorisation process.
Each workshop participant was asked to formulate up to

three strategic priorities that would contribute to achieving
their aspirational vision. These priorities are enablers, or how
we get to the desired outcome (aspirational vision).
The second filter that Austrade has applied to the analysis

of the aspirational visions is one that asks, is the heading
reflective of a true outcome an articulation of what we hope
to achieve. Or is it more accurately described as an enabler
how we get to the outcome. To that end, six category
headings were identified as being outcomes or end states
and a seventh grouping was categorised as other and those
responses were added to relevant strategic theme category.
The headings and their relative weighting are provided below:
Provider of choice 17%

Quality 17%
Numbers Export Driven 16%
Global benefit 13%
Employability / Outcomes 7%
Offshore and Onshore 4%
Other, categorised as enablers 26%
During the course of the consultations some 2,000 separate

strategic priorities were provided. Austrade has undertaken
analysis of these priorities by, as was done by table groups
during the workshops, attempting to categorise the input
under common themes. It should be noted that these
suggested headings are merely suggestions for ease of
analysis. As noted in Attachment E, it is important that they
do not become fixed assumptions as there is a great deal of
richness, diversity and nuance in individual priorities that sit
beneath each heading. Indeed, there is also a great deal of
subjectivity when multiple people have been involved in what
was a large scale categorisation process.
The following is a list of the category headings and their
relative weighting:
1. Student Experience 12%
2. Collaboration 12%
3. Reputation and Branding 10%
4. Innovation 10%
5. Quality 7%
6. Employability 7%
7. Government Coordination 7%
8. Diversification 6%
9. Student/Client Centric 5%
10. Growth 4%
11. Sector Specific 3%
12. Industry and Community Engagement 3%
13. Sector Engagement and Cooperation 3%
14. TNE 3%
15. Global Relevance 3%
16. Technology 2%
17. Investment 1%
18. Alumni 1%
19. Global Citizen 1%
20. Research 1%
21. Regional 1%
22. Outbound Mobility 1%
It should be noted that a couple of these categories
could have been collapsed into together, such as student
experience and student/client centric (combined weighting
of 17%) or technology and innovation (combined weighting
of 12%), however Austrade believed there was benefit to
having a greater degree of granularity in this list of enablers.
28

AIE2025 Consultation Workshop Report

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Executive summary

Formidable challenges as we work to accommodate

Consultation timetable and participation 

Overview of the AIE2025

Emerging strategic themes 

Delivering systemic change 

Approach to the categorisation of aspirational visions  28

Double the number of students and study visitors onshore

AIE2025 aims to drive a paradigm shift in Australias

The range of aspirational visions can be viewed in terms of

What could be the vision for this long-term market

The following statements are direct transcriptions of

Global Benefit Australia is a world-leading education

Quality Australia educating the world market leader

Provider of Choice Australian education is the #1

Onshore and Offshore A sustainable, growing sector

Employability / Outcomes Australian education and

Numbers / Export Driven Australias #1 export (onshore

Ultimately the strategy will need to be guided by one

Participants identified a wide range of strategic priorities

Systemic level change experts, such as Donella Meadows

Student Experience 12% Invest and collaborate

Collaboration 12% the entire education sector on board

Reputation and Branding 10% Our value proposition

Innovation 10% Focus on innovation and technology to

Quality 7% Realistic expectations, responsive to trends,

Employability 7% Prepare students to be job ready in

Government Coordination 7% Consistent, national /

Diversification 6% Diversify existing markets and

Experts have identified that plans with fewer strategic

Onshore Need to influence and change community,

Offshore re-define student for offshore context, e.g.

Round tables with industry leaders and Minister the Hon

Positioning for Prosperity? Catching the next wave2

Over the last 30 years, the provision of education and

Australias competitiveness segments

Other education and training

Australian advantage (right is stronger)

These reports and others like them have received a great

Australias current, next and future waves

from Deloitte highlights international education as one

Double the number of international students and

Real estate Professional

Education, mining and extraction, agriculture and tourism

Overview of the AIE2025 consultation workshops

The Minister asked Austrade to work with the international

start by changing mindsets, within the sector and beyond

Overview of the AIE2025

Consultation timetable and participation

AIE2025 is a market development plan for Australian

The workshop timetable and registrant numbers in each

In each major centre, a representative from the sector

Overview of the AIE2025 consultation workshops

One of the key outcomes of the workshops was the

Circulus Education feels that Australia is well positioned

AIBTM currently has a similar collaboration from AIB

Working with global companies in this growth industry our

Emerging aspirational visions

Provider of choice 17%

Offshore and Onshore 4%

The range of aspirations can be viewed in terms of occupying

The following statements are direct transcriptions of

Highest quality, flexible delivery of education enabled

Australia to be first choice in global education and training

Consultation timetable and participation

Emerging strategic themes

Delivering systemic change

Approach to the categorisation of aspirational visions 28