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The following is an extract from the Review of Australian Higher Education Final Report

3.6.4 Preparing Australian students for the global workforce (p104)

There is growing demand from employers for tertiary qualifications with a strong international component - both from the perspective of the curriculum content and through exposure to different cultures to develop intercultural and language skills and competencies (Australian Institute for Mobility Overseas submission). Knowledge of other cultures and their language is an essential life skill for future graduates if they are to engage effectively in global professional practice.

Australian students have much to gain from the internationalisation of their education through developing personal international networks, gaining access to new knowledge through exposure to the diverse viewpoints of international students and thus developing broader cultural understanding. However, these benefits have been limited by the market-driven approach of some providers and their failure to internationalise the curriculum.

As well, Australian students ‘need more and better opportunities to go abroad on study programs, or to acquire international experience through internships or volunteering opportunities related to their education programs and to their future employability and productivity’ (Forbes 2008). Australia has had a relatively low rate of outward student movement compared with some other countries. In 2006 there were just over 10,000 Australian students reported to be enrolled in tertiary education in other countries (OECD 2008b, Table C3.7). While it has been suggested that uptake of overseas study options is growing, feedback received on the OS-HELP program is that its current eligibility requirements and the 20 per cent loan fee limit its effectiveness.

Suggestions in submissions to improve the program included: removing the loan fee, converting half of the loan amount to a grant and relaxing the eligibility criteria to include postgraduate students. Some submissions also argued that it should be available to students enrolled in a wider range of providers. There are also concerns that student take-up may be hindered by issues about finding accommodation and loss of part-time or casual work while students are overseas.

The panel has concluded that the loan fee for the OS-HELP program should be removed as one way to make study overseas a more attractive option. A recommendation relating to this is included in Chapter 4.2

4.2 Investing in a new higher education system (p 141)

Recommendation 37 (p 169)

That the Australian Government:

1. •increase the loan fee for FEE-HELP for fee-paying undergraduate students to 25 per cent; and
   

2. •remove the loan fee on OS-HELP loans to encourage more Australian students to undertake part of their studies overseas.