International Student Program Quality Standards for Schools
International Education Division
International Student Program - Quality Standards for Schools
February 2009
International Student Program Quality Standards for Schools
February 2009
Component
Outcome
Performance Indicators
Resources
Standard 1
Schools have effective monitoring
processes that use a range of
strategies to provide information to
the International Education Division
regarding the integrity of agents.
Schools only deal with International Education Division accredited agents
and do not enter into any financial arrangements with agents.
SRK Chapter 3
Management of
education agents
List of accredited agents:
Where applicable schools are invited to provide feedback to the
International Education Division using the Agent Performance and
Conduct Feedback Form, and the Accredited agents and School Overseas
Visits Feedback Form regarding:

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Standard 2
Marketing
information
School marketing information is
school specific, accurate, current,
timely, of high quality and easily
accessed by students, parents and
agents.
Level of quality and services agents provide
Feedback received from parents, students or other sources
related to agents’ performance.
Schools have a website that:
 Demonstrates commitment to the International Student
Program and to cultural awareness
 Contains key contact details; as a minimum, the name and
email contact of ISC and school administration email and
telephone number
 Describes support services available to international students
 Outlines school facilities and local area information
 States the provider name (Department of Education and Early
Childhood Development) and the CRICOS Provider Code:
00861K
 Provides a link to the International Education Division website.
Other marketing materials will promote the excellence of the Victorian
education system in addition to individual school performance and include
the Department of Education and Early Childhood Development as the
provider name and CRICOS Provider Code: 00861K.
www.study.vic.gov.au/Agents/Agn
tLst.htm
Feedback Form – Agent
Performance and Conduct
Feedback Form – Accredited
agents and School Overseas
Visits
SRK Chapter 3
*School website
*School marketing material
International Education
Division website:
www.study.vic.gov.au
International Student Program Quality Standards for Schools
Standard 3
Acceptance,
pre-arrival and
arrival
Schools assist in assessing the
academic suitability of applicants
and notify the International
Education Division of their
recommendation.
Schools have appropriate
pre-arrival and arrival arrangements
for students.
Schools assist the International Education Division in assessing the
academic suitability of the applicant and proposed study plan.
Schools are contactable year round to respond to requests to place
prospective international students, consider change requests and provide
homestay and airport reception details.
February 2009
SRK Chapter 7
AEI-NOOSR Country
Education Profiles online:
www.aei.dest.gov.au
DIAC: www.immi.gov.au
Schools:

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Support students by providing the International Education
Division with two school mobile numbers dedicated to the
International Student Program for the International Education
Division, homestay host and student to contact as required.
This can be determined by the Principal in accordance with
school capabilities.
Notify the International Education Division of any changes in
Principal Class Officers, International Student Coordinators and
other school staff relevant to the International Student Program
Notify the International Education Division when holiday contact
details change.
Schools who accept welfare responsibility for students:
 Are prepared to greet and settle potential arrivals up to 7 days
prior to scheduled course commencement dates
 Provide homestay details directly to the representative
education agent or direct to the parent and student no later than
3 weeks prior to scheduled course commencement dates
 Provide a completed Homestay Profile to the International
Education Division no later than 3 weeks prior to scheduled
course commencement dates
 Provide details regarding airport reception or transfer to school
arranged homestay including local transfers from a homestay
arranged by a private English language provider
 Have a pool of registered staff members available to perform
airport reception or transfer to school arranged homestay as
part of their contingency arrangements
TIS (Translating and
Interpreting Service):
www.immi.gov.au/living-inaustralia/help-withenglish/help_with_translating/
*CASES21
Homestay Profile
Airport Reception and Transfer
Information Sheet
*School Emergency Contact
Card
International Student Program Quality Standards for Schools
Standard 3
Acceptance,
pre-arrival and
arrival
(continued)

Must not use private transport service providers unless in an
emergency and with the knowledge of the International
Education Division.
When undertaking airport reception, schools:
 Complete the Airport Reception and Transfer Information
Sheet and provide this to the International Education Division
prior to the student’s arrival.
 Ensure that a school representative is contactable at all times
by the International Education Division
 Use a sign featuring the school logo and student's name upon
arrival
 Check passports to confirm student identity and provide
identification of self
 Provide a phone card, or arrange a supervised call, for student
to ring home and advise parents of their arrival
 Provide the student with an emergency card listing the mobile
phone number of the Principal Class Officer and International
Student Coordinator
 If applicable, provide the homestay host with an emergency
card listing the mobile phone number of the Principal Class
Officer and International Student Coordinator
 Assist with luggage and transport to school and/or homestay.
 Contact the ELS/C to confirm that the student has arrived.
(including contacting private ELS/Cs.)
Schools enter student details on CASES21, including visa and homestay
details within 5 working days from the commencement of study.
Schools must inform the International Education Division if student has not
arrived as scheduled.
February 2009
International Student Program Quality Standards for Schools
Standard 4
Orientation
Schools deliver an ongoing
orientation program that provides
students with information to help
them adjust to living and studying in
Victoria.
.
As part of the orientation process students receive comprehensive
documentation which is easily understood and includes information
regarding:
 The school and its academic programs
 General support services and special programs
 Student Code of Conduct
 Visa conditions (translated)
 Accommodation arrangements
 Homestay guidelines, where applicable
 General health care and personal safety
 Local area including shops and services
 Transport between school and homestay
 Dispute resolution procedures
 Legal rights and responsibilities
 Key policies (translated)
Schools use the orientation program checklist to ensure they complete all
of their respective responsibilities.
Schools also use the orientation program checklist as evidence that visa
conditions, school rules and key policies have been read and understood
by the student.
February 2009
SRK Chapter 7
*School diary (school rules)
Key Policies Document
(translated)
Visa Conditions (translated)
Orientation Program Checklist
ISANA – ESOS Rights and
Responsibilities animations:
www.isana.org.au/index.php?o
ption=com_content&task=view
&id=258
ISANA Rainbow Guide
www.aei.gov.au/Aei/Default.as
px
International Student Program Quality Standards for Schools
Standard 5
Student
involvement in
English
Language
School/ Centre
(ELS/C)
programs
Schools provide students with
appropriate support during their 20week intensive English language
program.
Schools support students whilst they are in the Victorian Government
ELS/C. This includes:
 Translating and communicating ELS/C reports to the student’s
parents.
 Participation of students in the host school orientation program
 Assistance by the host school with enrolment and orientation at
the ELS/C
 Contact with students once per term to ascertain academic
progress and personal acclimatisation
 The host school contacting the ELS/C monthly to ascertain the
students’ academic progress and personal acclimatisation
 Inviting students to participate in host school events (where
applicable)
Schools establish contact with the student prior to the commencement of
study at the host school (including contacting students who are attending
private ELS/Cs.)
February 2009
SRK Chapter 8
Orientation Program Checklist
Accurate information
is keptQuality
about
Schools
use the International
Student File Coversheet to record current
International Student
Program
Standards
for Schools
Standard 6
the student.
Record keeping
contact details (telephone numbers, addresses and email addresses) of
the:
 Student
 Homestay host
 Relative (where student is living with them), and
 Parents (including home address in students native language)
In order to be compliant with ESOS legislation, schools use the
International Student File Checklist to ensure international student files
contain the following information:










Student’s personal details
Copies of student’s current visa and passport
Student’s current residential address.
School reports/records of academic performance (may be held
electronically)
Attendance records (may be held electronically)
Application form
Requests for transfer and requests for deferment of study
Records of variations to student enrolment
Proof of current student health cover policy
Copies of invoices provided to the school
To monitor student progress, schools use the International Student
Attendance Summary report and the International Student Welfare &
Compliance Record to:




Standard 6
Record keeping
(continued)

Review student attendance every fortnight
Review students’ course progress and course duration (at a
minimum) at the end of each term
Take appropriate action when student is at risk of not meeting
course requirements
Record incidents of misbehaviour that are in breach of the
School Code of Conduct
Have a staged strategy to escalate student review when
attendance:
 falls to 90% (individual counselling with reference to school
contract, parents informed)
 falls below 90% (Principal counselling, involvement of
homestay hosts and parents, school contract and notification
to PPSSU)
 falls to 85% (International Education Division counselling
and contract)
SRK Chapter 8February 2009
International Student
Attendance Summary Report
International Student Welfare
& Compliance Record
School Based Contract
Template
Application to Transfer Form
Student Non-Compliance
Coversheet and Checklist
Critical Incident Report
Orientation Program Checklist
International Student Survey
International Student File
Coversheet
International Student Exit
Survey
International Student File
Checklist
Homestay Site Visit Checklist
Homestay Responsibility
Agreement
Homestay Profile
International Student Program Quality Standards for Schools
Standard 7
Reporting to
parents
Schools regularly report student
progress and welfare to parents.
Host schools:
 Provide translated school reports in parents' preferred
language each semester
 Keep parents informed of any significant or serious events
involving their child
 Provide periodic feedback on student welfare, achievements
and extracurricular activities.
February 2009
SRK Chapter 8
Homestay Profile
School Based Contract
Template
Translated fact sheets on
VELS report cards:
www.education.vic.gov.au/abo
utschool/studentreports/default
.htm
All Graduates:
www.allgraduates.com.au
NAATI (National Accreditation
Authority for Translators and
Interpreters):
www.naati.com.au/
TIS (Translating and
Interpreting Service):
www.immi.gov.au/living-inaustralia/help-withenglish/help_with_translating/
International Student Program Quality Standards for Schools
Standard 8
Accommodation
arrangements
Schools demonstrate due diligence
in the selection and monitoring of
homestay arrangements (including
all accommodation arrangements
that do not include a parent).
Schools maintain an adequate
number of high quality homestay
hosts with reference to the number
of proposed students each year.
Schools select homestay hosts with
reference to a set of clear criteria
and student needs, expectations
and preferences.
Schools have capacity to provide
alternative / emergency
accommodation arrangements if
required.
February 2009
Schools actively seek host families to ensure there are sufficient homestay
providers on the school register to support the proposed number of
students.
SRK Chapter 5
To select and approve the homestay host, schools:
 Use the Homestay Site Visit Checklist to help with the site visit
before approval of the homestay host
 Have a set of structured interview questions to ask the
homestay host
 Have proof of Working With Children Checks for all persons
over 18 years of age living in the house
 Ensure all relevant parties sign the Homestay Responsibility
Agreement
 Include host in the homestay register with the documentation
from the site visit
 Provide details of the homestay to parents/agent and the
International Education Division as soon as placement is
confirmed using the Homestay Profile
Department of Justice WWCC
http://www.justice.vic.gov.au/w
orkingwithchildren
To monitor the homestay hosts, schools:
 Visit the student at the homestay each semester
 Invite the homestay host to school events and activities
 Involve the homestay host in monitoring the student’s
attendance and academic performance
 Undertake an annual appraisal of homestay hosts, including a
confidential discussion with the student.
To keep records of homestay arrangements, schools keep confidential
records on:
 Number of students in each homestay (schools must not place
more than three students in the one homestay, regardless of
provider.)
 Number of students changing homestay
 Issues and problems with homestay
SRK Chapter 6
Homestay Responsibility
Agreement
Homestay Profile
Homestay Site Visit Checklist
Homestay Policy Template
Information for Homestay
Providers and Third Parties
International Student Program Quality Standards for Schools
Standard 8
February 2009
Schools have a registered pool of staff that can provide temporary
accommodation to students in the event of an emergency. Working with
Children Checks are also required for all adults residing in any such
emergency homestay accommodation.
Accommodation
arrangements
(continued)
The school develops and has the school council endorse a homestay
policy that is consistent with International Education Division guidelines
and the Homestay Policy Template.
Standard 9
Care and welfare
arrangements
Schools have adequate care and
welfare arrangements for
international students to ensure
their physical safety and emotional
wellbeing.
Schools appoint a Principal Class Officer, as the person responsible for
welfare related issues and care arrangements and also the management
of critical incidents and student emergencies, and provide relevant details
to the International Education Division and school community.
SRK Chapter 5
Schools ensure care arrangements are ongoing for students who stay in
Victoria during school holidays.
Critical Incident Report
Schools provide:
 A school emergency contact card which contains the name and
current mobile phone number of school staff to contact after
hours in cases of emergency
 Access to careers counselling
 Year 10 and 11 students with advice on VCE course selection
 Year 12 students with advice on tertiary and other educational
pathways.
Schools provide ongoing support relating to:
 Extra-curricular activities
 Health related issues
 Cultural awareness programs
 Counselling
 Legal rights and responsibilities
 Personal safety.
Key Policies Document
(translated)
International Student Holiday
Plan
*School Emergency Contact
Card
International Student Welfare
& Compliance Record
International Student Program Quality Standards for Schools
Standard 10
Program
provision and
school level
reporting
The school’s International Program
adopts the ISP Quality Assurance
Framework’s guiding principles
which demonstrate:
High ethical standards – by
ensuring all parties commit to
accuracy, honesty and timeliness,
accept their responsibilities and
operate with a view to the best
interest of students at all times
Excellent client services – by
showing cultural sensitivity and
efficient procedures and systems
Commitment to accountability –
by providing high quality
information to demonstrate the
quality of Victoria’s international
student program
High level of care – by ensuring
that all students enjoy a safe and
supportive international experience
for the duration of their time in
Victoria
Building relationships – by
implementing regular and open
communication across all levels of
the program and sustaining contact
with students beyond the initial
experience
Strengthening capacity – by
implementing strategies across all
levels of the program to ensure
that the program delivers high
quality outcomes and continues to
improve.
Schools use the International Student Annual Survey and the International
Student Exit Survey to attain student feedback on the level and quality of:
 Care and welfare arrangements
 School services and support
 Accommodation and homestay arrangements
 Orientation program
 Academic and school program.
This information is used to inform schools of areas for improvement.
The International Program is an integral feature of the school Strategic
Plan.
February 2009
International Student Annual
Survey
International Student Exit
Survey
*School Accountability
and Improvement Framework
*Annual Implementation Plan
*Strategic Plan
Schools actively monitor and plan the future of the program by:
 Undertaking an annual self-assessment of their program
informed by the school’s own internal performance measures
such as surveys, focus groups, meetings with students, SRC
feedback, etc.
 Publishing an Annual Implementation Plan as part of the
School Accountability and Improvement Framework, outlining
how it will meet the guiding principles of the Quality Assurance
Framework
 Reporting to the school council on the program, including
feedback on survey results and future direction of the program.
Schools adequately resource and support the program by:
 Employing an equivalent full time International Student
Coordinator once the number of international student
enrolments reaches 15 students (pro rata up to 15)
 Providing a separate and discreet budget for the international
program based on the number of international student
enrolments.
 Schools support International Student Coordinators to
undertake the ISC Professional Learning Program.
International Student Program Quality Standards for Schools
Standard 10
Program
provision and
school level
reporting
(continued)
Standard 11
Departure and
post placement
Schools meet the performance
monitoring and reporting
arrangements of the Quality
Assurance Framework, which
aligns with the School
Accountability and Improvement
Framework.
Schools provide program
completion and transition support
and advice to students.
.

February 2009
Schools provide the International Student Coordinator name
and contact details to members of the school community and to
other persons / organisations involved in the International
Student Program, to assist in building productive working
relationships and networks.
Schools provide support, information and material that meets the needs of
students exiting the program including information on:
SRK Chapter 8
DIAC: www.immi.gov.au


Education and career pathways
Returning home strategies.
Schools ensure that they have evidence of counselling students who
choose to undertake further study in Australia or return home.
* (Refers to Resources provided and completed by schools)
International Student Exit
Survey