When international parents explore academic educational opportunities for their children in the US, it’s natural to consider the rankings of US high schools. After all, rankings provide a sense of prestige and assurance.

However, it is important to recognise the limitations of relying solely on rankings. Agents should consider many other factors when advising their discerning clients on options for academic high schools abroad and a pathway toward higher education.

The illusion of rankings

Rankings undoubtedly hold an allure, especially for those less familiar with the American secondary school system. Yet, it is crucial to understand that there is no formal and unbiased ranking system for private and boarding high schools in the US (unlike the university or public school ranking systems which are transparent and objective). Some well-known American high school ranking websites accept payment for placement, undermining their objectivity.

“It is crucial to understand that there is no formal and unbiased ranking system for private and boarding high schools in the US”

Furthermore, rankings are biased toward American students at the schools and may not include factors that are uniquely essential for international students. Relying solely on rankings may lead to a distorted perception of a school’s true value for your client.

Competition at top-ranked schools.

While highly-ranked schools may appear desirable to clients, it’s important to acknowledge the fierce competition associated with them. These schools receive a staggering number of applications for very few available spots each year. Unless a student is already at the top of their class, possesses exceptional skills in academics, English fluency, arts, athletics or leadership, gaining admission to these schools without extensive preparation can be highly challenging and discouraging.

The holistic approach.

Experienced educational agents understand that what every parent desires is a school environment abroad that is an excellent match for their child’s abilities, fostering well-rounded development in academic, social, and intercultural realms.

It can be helpful for agents to advise alternative approaches to fixating on rankings; encouraging clients to consider the following factors to understand the suitability of a high school.

1. University acceptances. Review the high school’s track record of college acceptances. A high rate of acceptances to high-ranked universities signifies the school’s ability to prepare students for higher education and a competitive future.
2. Teacher-to-student ratio. Evaluate the teacher-to-student ratio to ensure your child will receive individual attention and personalised instruction, facilitating their academic growth.
3. Population of any single nationality. A strong international program reflects the school’s preparedness to support foreign students. However, an overly high percentage of one single nationality may impede a student’s English language proficiency and hinder cultural fluency. Seek a balanced representation of international students at boarding schools; or consider a well regarded private or public school with an American host family – some host more than one student. This can be a great way for students to have an instant friend! But the host family should never host students who speak the same native language.
4. Host Family program oversight. If the American school offers a host family program, ensure it is certified by CSIET, the only not-for-profit organisation in the US that audits and evaluates host family programs for international students attending high school in the US. A thorough audit process and annual certification ensures that CSIET-listed organisations have the processes in place to support the wellbeing and safety of international students.
5. Student mental health resources. A successful experience abroad at such a young age can do wonders for students’ confidence in their own abilities and self esteem. But culture shock and homesickness on top of the normal stresses of being a teenager can be disruptive. Does the school or organisation have resources to tap into to support students experiencing mental health challenges?
6. Campus environment. Examine the campus facilities, resources and after school programs. Some independent schools may lack the expected environment and range of extracurricular activities necessary for holistic development and top university acceptances.

Beyond rankings: A balanced approach

Parents who prioritise their child’s best interests can be encouraged by agents to look beyond the black and white rankings of high schools (which now we can see are not so black and white). By considering the aforementioned factors, agent can share a comprehensive understanding of a school’s suitability.

Moreover, it is essential to understand the budgetary aspects driving a decision. While famous boarding schools may merit a significant financial investment, families with more modest budgets can find reputable American high schools that provide an excellent education and comfortable price. Collaborating with an organisation representing a wide portfolio of schools can offer an unbiased approach, allowing tailored recommendations based on the child’s needs and goals.

Choosing a US high school is a significant decision that requires careful consideration.

While rankings may initially captivate parents, it is crucial to acknowledge their limitations and focus on evaluating factors that truly support a child’s growth and development. By looking beyond rankings and adopting a holistic approach, agents can advise their clients on the “right fit” for their child’s abilities, ensuring a fulfilling educational experience in the US.

About the author: This is a sponsored post from Carla Kearns, Vice President Marketing at Educatius Group.

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Georgia has doubled its number of international students in the past year, an unlikely beneficiary of African and some Asian students who fled Ukraine in the wake of the Russian invasion in 2022.

The country has proven to be attractive to students from the continent seeking to complete their studies in affordable destinations, charging fees close to amounts they were paying in Ukraine before the war broke out.

As a result, thousands of the students – many enrolled in medical and degree programs – are studying in some of the 62 universities in the former republic of the Soviet Union, along thousands of Indian counterparts who also fled the fighting.

The influx has totally changed the fortunes for Georgia and without much of marketing campaigns foreign student’s numbers in the country have shot from 14,000 in 2021 to the current figure of 25,000.

The Study in Georgia initiative was set up in 2016.

A half of the new students – about 11,000 – are from India and the African countries of Morocco, Nigeria and Algeria.

The change is despite the country not hosting highly-ranked universities, in what authorities attribute to low fees, affordable cost of living compared to other European destinations and an easy visa application process.

Many universities in the countries charged between US$5,000-$6,500 for degree programs, nearly five times lower than some of the more expensive European destinations.

About 20,000 African students – majority from Morocco, Nigeria and Egypt – were studying in Ukrainian universities before the war. A majority of them were enrolled in medical related and science degree programs.

“More than 500 students have transferred to our university from Ukraine following the war”

India, another country that has taken advantage of affordability in Georgia, had an estimated 18,000 students in Ukraine before the invasion, in what Kakha Shengelia, president of the Caucasus University in Tbilisi, says has been a game-changer for Georgia’s higher education.

“More than 500 students have transferred to our university from Ukraine following the war. They mainly come to our medical school, but there are students in other faculties such as business, international relations, IT and psychology,” Shengelia told Belgium-based publication Equal Times.

In 2018, a spokesperson for Study in Georgia explained that medical, business and engineering programs were the most popular among international students.

While thousands of African and Asian students who had been studying in Ukraine returned to their home countries after the 2022 chaos, others enrolled in universities across Europe including little known destinations such as Serbia.

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A deal for the UK to rejoin the research program Horizon Europe is “awaiting a signature” from UK PM Rishi Sunak, according to multiple media reports.

Sources within the government have been reported saying that a draft of the deal has gone into 10 Downing Street, with Sunak being given “options” to sign the deal by July 11, and possible meetings with Ursula von der Leyen, president of the European Commission, are due to take place. 

A government spokesperson, however, told The PIE News that talks were still “ongoing” and therefore “a deal has not been reached”.

“These reports do not reflect current state of negotiations. Talks are continuing constructively.

“UK participation in EU programmes must be fair for UK researchers, businesses and taxpayers, and we have set out our bold, ambitious alternative, Pioneer, if we’re not able to secure association on that basis,” the government spokesperson said.

Vivienne Stern, chief executive of Universities UK, told the Today Programme on BBC Radio 4 that universities across the country would be “keeping their fingers and toes crossed” for a good outcome. 

“I think right across Europe and beyond, there’s a desire to have the UK back in this big programme to collaborate on research. 

“It’s an £85bn, seven year funding scheme which allows people from not just the EU, but many countries to come together and work on research projects where you just can’t do things alone,” Stern explained.

She went on to say that in the last involvement UK had with Horizon Europe, UK researchers worked with counterparts from “163 countries”.

An issue that is stalling the final agreement of the deal is reportedly the cost of the re-entry process.

The negotiations are continuing after months of talks – the door to which was opened after the parties reached an agreement in February on trading arrangements in Northern Ireland.

“We welcome any indications of progress towards a deal on Britain’s association to Horizon Europe. The seriousness with which the UK and EU are taking negotiations is encouraging and we hope a deal can be confirmed as soon as possible,” said Tim Bradshaw, chief executive of the Russell Group.

“People can’t stop calling [Pioneer] plan B because it’s not as good as Plan A”

“The scale of research supported by Horizon Europe will help deliver medical breakthroughs, new technologies, and advances in areas such as AI to improve all our lives and help tackle the shared environmental, economic, and social challenges we face,” he continued.

Researchers have always been skeptical of Pioneer, according to Stern. 

“The backup plan the government developed – UUK had a lot to do with the development of it – it’s a good, credible plan B, but people can’t stop calling it plan B, and that’s because it’s not as good as Plan A,” Stern admitted. 

The government extended its Horizon Guarantee, protecting funding in the case that it does not return to Horizon Europe, in June to last until the end of September 2023. 

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The European Commission has revealed seven additional alliances are joining the European Universities network, bringing the total number to 50, each helping to “pave the way” towards a joint European degree.

The additions mean that the network is now comprised of more than 430 higher education institutions in 35 countries, including all EU member states and Iceland, Norway, Albania, Bosnia and Herzegovina, Montenegro, North Macedonia, Serbia and Turkey.

According to the European Commission, the aim of the network is to develop a common long-term structural, sustainable and systemic cooperation on education, research and innovation.

The European inter-university campuses it creates will allow students, staff and researchers from across the continent to enjoy “seamless” mobility and gain new knowledge together, across countries and disciplines.

The initiative is at the heart of the EU’s efforts to transform European higher education, commission spokesperson Sonya Gospodinova told The PIE.

“It aims to achieve the ambitious vision of an innovative and globally competitive European Education Area, in synergy with the European Research Area,” she added.

Students from participating institutions will benefit from a “unique transnational and innovative educational offer, allowing them to acquire essential skills and competences for the future”, said the EC in a statement.

“Imagine studying on the transnational campus of a European University, where the students can choose what, where and when to study in any partner university of the alliance. Learners and educators naturally acquire a whole new set of competencies, as they benefit from innovative and challenge-based pedagogy and from embedded mobility,” said Margaritis Schinas, vice-president for Promoting our European Way of Life.

The 2023 call opened the possibility to higher education institutions from Western Balkans countries, not associated to the Erasmus+ program to participate as full partners in the call.

Since last year, alliances can involve higher education institutions from Bologna Process countries as associated partners. Under the 2023 call, close to 30 higher education institutions from Ukraine have joined the alliances.

“Having almost 30 Ukrainian higher education institutions involved in the European Universities initiative as associated partners will enable them to get inspired and trained in their process of reshaping their higher education system after the war,” said Gospodinova.

Including Ukrainian institutions will support the country’s recovery, benefiting the entire Ukrainian academic community and strengthening the European Universities alliances themselves, she added.

The European University Association this week published its recommendations to support the Ukrainian university sector, including inter-institutional partnerships, providing placements for Ukrainian academics and students abroad, as well as the development of virtual exchanges and cooperation.

“In these uncertain times, university collaboration is one of the critical lifelines connecting Ukraine with Europe and the world. Beyond strengthening resilience, it also a strategic investment into the country’s rebuilding,” said Ivanka Popović, vice-president of EUA and chair of EUA’s Ukraine Task Force.

The record overall budget of the 2023 European Universities Network call, some €402.2 million, means that each alliance can receive a budget of up to €14.4 million for four years.

The almost 1,700 associated partners in the European Universities alliances “can be actors of change and bring innovation to Europe’s regions”, said Jorge Molina-Martinez, project adviser at European Commission, Research Executive Agency in a LinkedIn post.

Reflecting on the initiative’s impact so far, Gospodinova said the alliances have “pushed the boundaries and built novel and lasting joint governance structures, established inter-university campuses, joint and/or flexible educational programs and embedded mobility opportunities”.

She added that the alliances have incentivised policy changes at EU and national levels, “becoming real motors for policy change” and benefiting the entire higher education sector.

They are also “paving the way towards a joint European degree”.

“European Universities can help us pave the way towards a joint European degree”

“Clearly, the European Universities alliances have demonstrated their ability to be lighthouses for our European way of life and be instrumental in building a stronger Europe in the world,” Gospodinova added.

EUniWell, the European university for wellbeing, will receive continued funding following its three-year pilot phase.

“This is just fantastic. But it’s not about the money for UniWell, it’s about furthering, advancing and analysing wellbeing for each individual, for society and for this planet as a whole” said Beatrix Busse, EUniWell CEO and vice-rector for teaching and studies, University of Cologne, taking to social media to celebrate the announcement.

Newly-funded alliance U!REKA said it is “thrilled” by its acceptance to become an official Erasmus+ co-funded European University Alliance, highlighting its “expanded partner network and a common vision of climate neutrality and beyond”.

ENHANCE Alliance, an alliance made up of 10 research-intensive universities working to drive transformation in science and society, said that it has already seen the “positive, transformative impact” the first project had on its participating institutions.

The European University of Technology was among those set to receive €14.4 million in funding for the second phase of the initiative from 2023-27.

“Now is time to accelerate EUt+ ambitious plan to create a unified European University composed of eight campuses, soon to be nine, across Europe. Our strategy has been validated by EC experts; we now have to make it blossom,” the alliance said in a statement.

“European Universities fundamentally revolutionise higher education and promote European values and identity. They can help us pave the way towards a joint European degree, reinforcing a strong sense of European belonging among graduates,” said Schinas.

In Autumn 2023, the Commission will launch the next Erasmus+ call for proposals, with the aim of reaching the goal of the European strategy for universities to expand to 60 European Universities alliances with more than 500 universities by mid-2024.

“[That goal] is key to reach a critical mass to drive the policy changes that are necessary across Europe to bring more coherence among the different national higher education systems and foster transnational cooperation,” said Gospodinova.

“This will benefit the entire higher education sector, beyond the alliances.”

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International students in South Korea will have lower financial thresholds to meet when applying, as well as expanded work rights while studying, according to measures outlined by Ministry of Justice.

Coming into force on July 3, the stipulations aim to attract more international students to the country, after delays have pushed an upcoming initiative known as the Study Korea 3.0 plan as far as the end of July.

In a new statement made by the MOJ, the financial “screening” criteria when a student applies for a student visa will be relaxed.

Students doing degrees previously had to prove they had at least $20,000 to be granted a visa. The system now will work in Korean won, and 20 million won will be required for degree students, which amounts to just shy of $15,400.

“Lowering the income threshold will especially help students from poorer countries,” Johan Asplund, head of the Dream Studies Abroad agency, told The PIE News.

Crucially for international students looking at a variety of universities in the country, that threshold will go down to 16 million won if applications are made to universities outside of metropolitan areas.

“If it is tied to the study location it could help with spreading students to more parts of Korea – at the moment a vast majority chooses to study in Seoul and the other major cities.

“However, I think most students who can afford [Seoul universities] will continue to do so,” Asplund noted.

For language course students, the amount falls to just 10 million won – or around $7,700.

Another key measure outlined by the statement is the increase in work hour allowances for international students. They will now be permitted to work 25 hours per week instead of 20.

“In order to attract and retain these students, the local industry and economy should provide substantial job and career opportunities,” Kyuseok Kim, a team leader at SUNY Korea, told The PIE.

“The MOJ’s programs also need to encompass those international students who wish to work in knowledge-based and digital industries, thereby attracting high-quality students from overseas who can contribute to high-end, value-adding fields in science and technology,” Kim explained.

“Studying at Korean universities can be demanding”

Internships during university holidays will also be allowed for international students in their specific field of study, as well as the usual part-time jobs.

Speculation over the reasons for the release of the measures have swelled amid the delay of the forthcoming Study Korea 3.0 initiative, which follows previous iterations aimed at attractions more students from overseas.

The plans were marginally successful, with South Korea hosting a total of 200,000 international students across the country in 2022.

The issues lie, Kim said, in the current surge being fuelled largely by language course students on D4 visas – who also make up 70% of students who are engaging in activities “disallowed on their visas”.

“The policy change may lead to growing concerns about the rising number of international students with illegal status. The number of those disappearing from university campuses has seen a significant increase since 2016. In contrast, such instances in Japan are relatively fewer.

“[These measures] would have been better if it were packaged with the MOE’s Study Korea 3.0, so that it provides a holistic approach which would include every step of international admissions, from recruitment funnel through to the post-study job and career opportunities with proper immigration status,” he stressed.

Asplund reiterated the grave consequences for universities whose students abuse their visa rights and even “disappear”, saying the institution could be “reprimanded and even lose their rights to issue student visas”.

“With more lenient visa rules and lower income barriers this problem could grow so much that they would probably have to change the system, and move the responsibility from the universities to perhaps the MOJ,” Asplund predicted.

On the working hours measure, the MOJ pointed out that those with both higher grades and proficiency in Korean will be permitted to work another five hours per week on top of the increase – something Asplund said could be a “motivation to study hard”, but something few students would manage.

“Studying at Korean universities can be demanding,” he pointed out.

Language course students would still not access work rights until they have been in the country for six months.

“The policy change may lead to growing concerns about the rising number of students with illegal status”

Another move made in the statement by the MOJ is the “diversification” of methods of testing Korean proficiency for international students.

As well as the usual TOPIK test, the Social Integration Program of the MOJ and the King Sejong Institute Korean standard will also be added as options for tests internationals can take, should they need to prove their proficiency.

The final measure allows international students participating in their “mandatory field practice” according to laws set by the MoE, they would be given the same opportunities for practice as Korean students without having to obtain a work permit.

Kim contended that the measures show Korea is lagging behind Japan in terms of attracting international students. Study Korea began in 2004, almost 20 years after Japan started a similar kind of initiative.

“Given that both countries are undergoing severe demographic disruption due to exceptionally low birth rates, this poses considerable challenges for local institutions.

“It is imperative to attract more international students to maintain institutional sustainability of each HEI for organisational purposes, as well as to keep the Korean society and economy vibrant by having proper mass of residents,” Kim concluded.

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If you could spend five minutes with anyone from the international education sector, who would it be and what would you ask them? Introducing The PIE’s latest series, Five Minutes With… where we speak to leaders from across the sector and ask them all the big questions

Having spent over 40 years in the international education industry, Randy LeGrant definitely has some stories. He spent a large portion of his time in the sector working in US study abroad and student travel, and now oversees the international Test of English Proficiency. He gives us some insight into his storied career. 

Tell us about a defining moment in your career. 

When I was with AFS, I spent some time with some ambulance drivers who worked for them during World War Two – it started as the American Ambulance Field Service. They volunteered for all the right reasons – I think it’s why I was drawn to the project GoAbroad did in Ukraine last year. It was a very similar situation where you risk so much, and in some cases, your life. And I think just being able to spend time with them and pick their brains about why they volunteered, what they thought AFS would turn into – it really impacted my life, as well as my career.

How did you find yourself working in the industry?

Just by accident. I was a high school English teacher, and I saw a film from AIFS – I thought ‘oh… I’ll do that’. And so I got a group of kids on a trip, and in those days, you could do five countries in Europe for 30 days for $1,000 – that included flights, meals, the whole thing. The first year I had 13 kids and we started in Athens and we ended up in London. The second year, more joined, and then the fourth year we had 80 kids and that was me teaching in a small rural community in Kansas. I got I just got bitten by that bug – AIFS talked to me about a contract, and I stayed there for 10 years. 

What do you like most about your job?

I get to help people achieve dreams and a part of that happens if they take our test! It’s going to set them out to get placed properly, with the right school or employer – it’s going to change their lives when they go home. It could possibly even change their families’ lives and that’s just the most satisfying thing to know.

Who’s the most inspiring international student you’ve met, helped or taught? 

“In those days, you could go to five countries in Europe for 30 days for $1,000”

I was struck by a young lady when I was president of GeoVisions. We got wrapped up in the volunteer programs through a reciprocity project with the State Department. She went and did this volunteer project in Thailand, and the kids at the school she was volunteering at had soccer balls that had been cut – no air in them at all, so all but useless. So once she came back, she got people in her community to donate enough money that she was able to go back to this school and take hundreds of new soccer balls for the kids. Other volunteers started hearing about it, and they started doing similar things with their community as a result. 

Your best work trip? 

In December 2010, I went to Amman, Jordan. I was there to put together a volunteer program at a refugee camp, putting them there to teach English to the refugees. A few days later a friend asked me to go to Damascus to do the same thing – three weeks before the war broke out. They brought a car and drove me from Amman to Damascus, 20 miles before Damascus I had to get into the boot of the car to go the rest of the way! I was then slated to go to Beirut, so I got in another car, in the front this time, and had to explain to Syrian border agents why I was in Jordan one minute and Damascus the next. It was a gratifying trip! 

Who’s a champion or cheerleader in the industry we all should follow and why? 

Troy Peden, who founded GoAbroad. He walks the walk, he’s always got a smile on his face, and he can figure out solutions to problems; he’s a mentor, and married to the whole industry. If I could be even a little bit like him, I would be very happy indeed. 

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Universities need to acknowledge the emission impact of their international student cohorts as institutions work toward net zero carbon, a report has urged.

With international students a key contributor to so many institutions’ incomes, they should endeavour to accurately report on the emissions international students contribute while traveling to campuses and start doing what they can to reduce them, the paper from sustainable development specialist Arup says.

The report notes that “certain universities” are aware of the environmental impacts of policies of attracting international students and are “taking bold steps to understand and mitigate their impact”.

It notes that the Standardised Carbon Emissions Reporting for Further and Higher Education approach, led by the EAUC – The Alliance for Sustainability Leadership in Education, features the impact of student home to term address travel.

Research from January suggests that 24% of the UK sector’s total emissions relates to business travel, employee and student commuting and international student travel.

In addition to mitigating environmental impact from new buildings and research facilities, the paper urges institutions to be “open and transparent about these strategic conflicts”.

“Completely decoupling growth in these areas from an increase to a university’s emissions, is extremely challenging and will rely heavily on factors outside of an institution’s control,” it however acknowledges.

“Over the coming years the sector needs to seriously focus upon mitigating its impact and exploring ways to decarbonise some of the biggest contributing sources to its footprint.”

A pathway to successful decarbonisation also includes avoiding claims of green washing by ensuring net zero commitments include the emissions in high impact areas and setting ambitious whole life carbon targets for construction works.

The use of branch campuses can minimise students’ flights over the short to medium term, longer term times for international students, together with better online teaching provision, can help, it maintained.

Over the long term, the exploration of new operating models could “drastically reduce” the need for student flying, it added.

A spokesperson from Arup said that universities actively acknowledging the impact of their international students arriving on campus is an “issue that needs addressing”.

“Currently it’s not being measured consistently,” they said, despite efforts by EAUC.

“From our engagement and ongoing relationships with a number of universities, most either report, calculate internally or want to start calculating the impact of these emissions,” they continued.

“Currently it’s not being measured consistently”

It’s not only higher education that need to minimise the amount of air travel associated with business activities, Arup added.

“The challenge that many universities face is finding a way to retain all the benefits of international students, which extend beyond just the fees they pay, while simultaneously reducing the emission impacts associated with their travel from their home addresses to the university.”

For short haul flights train travel can be incentivised, and branch campuses are “a real option” for long haul flights.

“People have been travelling to other countries for education for many years, the question really is should international students commute on a termly basis or be based for a year at the institution and what can the institutions do to make that realistic option,” they added.

“The pandemic clearly identified that a significant amount of work / marketing and interaction could happen online, whereas in the past we felt we had to do most things in person. There is a balance but its about evaluating the value of a trip overseas, minimising trips and supplementing with online options.”

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Representatives from the UK and Spain have signed a deal to allow for easier access to each other’s universities for students.

The memorandum of understanding, which was signed by Spain’s minister of education Pilar Alegria and UK ambassador to Spain Hugh Elliott, will aim to usher in “pre-Brexit” procedures for British students wanting to study at Spanish universities.

It will mean that A-Level students in particular will not be subject to taking the Spanish General University Exam, or EBAU, with only some courses with more competitiveness needing additional entry requirements.

The minister of Spanish universities Joan Subirats signed the MoU on July 3 to make it official, and “limit the impact of Brexit on access to universities that has been affecting British students”.

It will come into force on August 2.

While the move is largely set to impact British students based in the UK wishing to study in Spain, it will also assist those who are studying under the British education system in Spain.

“[It will also help] the more than 70,000 students coming from more than 80 education centres that are taught under the British system in our country,” the statement read.

“This agreement facilitates the education cooperation between both countries,” it continued.

Ricardo del Milagro, head of international relations at the University of Malaga told The PIE News that the institution was encouraged by the move.

“We are more than delighted that students from the British education system can continue to come to our university, and in fact we are making an effort to increase our classes in English, in a clear commitment to internationalisation,” he noted.

Students from Spain wishing to study in the UK will have “additional legal certainty” when applying to UK institutions, and the agreement also sets out a framework for expanded cooperation on education. The details of this have not been disclosed.

This is not the first time that Spain has endeavoured to make it easier for non-EU students, including British nationals, after the country agreed to allow those from outside the bloc to stay an extra year in Spain to look for jobs after graduating from a Spanish institution.

“This agreement… reinforces our bilateral relationship”

“Today, I had the honour of signing the agreement on the recognition of school qualifications with Pilar Alegria, which will facilitate access to university for our respective students,” Elliott said when the memorandum was signed on June 23.

Encantado de completar la firma del acuerdo bilateral en materia de cooperación educativa y acceso a la universidad.

Quiero agradecer a @Pilar_Alegria @subirats9 y a sus respectivos equipos por su labor en este acuerdo que refuerza nuestra relación bilateral. https://t.co/x7VLV9MO01

— Hugh Elliott (@HughElliottUK) July 4, 2023

On July 3, Elliott was present when Subirats signed the memorandum to finalise it.

“I am delighted to complete the signing of the bilateral agreement on education cooperation and access to university.

“I’d like to thank Pilar Alegria and Joan Subirats and their respective teams for their work on this agreement that reinforces our bilateral relationship,” Elliott wrote on Twitter on July 4.

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Melbourne plans to improve international student employment opportunities as part of a long-term strategy to enhance the city’s global standing. 

Australia’s second-most populous city has released its new framework for international engagement, which sets out seven priority areas for global relationships and recognises the role that the international education sector plays in Melbourne’s economic development. 

In particular, Melbourne plans to facilitate foreign investment by leveraging diaspora and alumni communities, including international students in Melbourne. 

This includes “nurturing international student talent, entrepreneurship and leadership skills” as well as improving pathways to employment and establishing life-long relationships with graduates and alumni. The city has yet to provide details of what this entails. 

Earlier this year, Melbourne ran an Open Innovation Competition among innovators and entrepreneurs focused on creating an inclusive city for students and alumni. The six winners were all international student alumni and their solutions focused on employment for international students.

The strategy also commits to supporting the international education sector through “advocacy, student welcomes and assisting with employability”, as well as facilitating more student exchanges. 

Melbourne’s external campaigns will be updated to promote the city as “one of the most multicultural” in the world to further attract tourists, investors and students. This will see the city government work with Austrade and Global Victoria to position Melbourne as the destination of choice for students.  

Melbourne is home to approximately 170,000 international students and a number of international institutions including the University of Melbourne, Deakin University and RMIT University. 

“We’re working hard to become Australia’s number one city for student experience”

“We’re working hard to become Australia’s number one city for student experience because we know how much they add to our culture, atmosphere and economy,” said Davydd Griffiths, councillor and education and innovation portfolio lead at the City of Melbourne.

“Through strong advocacy, messaging and support initiatives, we’ve brought the international student population back to 92% of pre-pandemic levels.”

Future campaigns will focus on the city’s diversity and positioning Melbourne as  “modern, welcoming and multicultural city”. Currently, 55% of the city’s residents were born overseas, and 71% have at least one overseas-born parent. 

Layton Pike, executive director international at RMIT University, who contributed to the development of the new strategy, said the plan will help attract international students to Melbourne. 

“RMIT is seeing and is anticipating a further steady return in international students coming back to Melbourne. It will may take some time to reach pre-pandemic levels but applications are in line with our projections,” he said. 

“Where cities partner overseas that seeks to build further visibility, understanding and association with those cities so that only would continue to help our efforts.” 

Pike added that it was important to reflect Melbourne’s diversity. 

“We can do more to lean in on those unique strengths of Melbourne in its diversity and multiculturalism to differentiate ourselves from other parts of Australia and the world in terms of the experience international students would find themselves having here.” 

The strategy also sets out plans to establish Melbourne as an economic hub for the Asia-Pacific region and to continue engagement with key Asian markets, including China, Melbourne’s largest source of international students and tourists.

Other priority areas include Singapore, Malaysia, Indonesia, Vietnam, and India. 

Pike said he was “pleased” the strategy takes a regional approach. 

“We can’t do everything everywhere, so focus is very important. I was also advocating for the city to work in places where its organisations already have established footprints.

“Many people in Vietnam already feel a close association to Melbourne because of RMIT Vietnam [RMIT’s branch campus]. That connects Melbourne to a range of industries and diaspora communities,” Pike said.  

“RMIT is committed to being a leading university of impact in the Asia Pacific region, and partnering to make a lasting impact in the communities we serve,” he continued.

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