International Students Forum 2014
Going Global! Student experience and perspectives
International Education Division
Overview
The International Students Forum is an annual event which provides an opportunity for
international and local students to explore key issues in education, specifically in relation to
the experience of international students. Participants work together to refine their ideas
prior to presenting them to the Minister for Education and other decision makers.
The International Students Forum provides an opportunity for:
•International and local students to explore key education issues or themes, share their
ideas and present them to education decision makers;
•International students to interact with international and local students from other
Victorian schools;
 Participants to gain perspectives about the significant and diverse contribution that
international students make to Victorian schools and the Victorian economy.
The Forum, which provides opportunities for student voice for local and international
students, has enjoyed the support of the Minister for Education since 2010. Since that time,
the Minister has attended the Forum and delivered an opening address, then received a
small delegation of students after the Forum to present and discuss the communique
developed at the event. This year, the Secretary of the Department of Education and Early
Childhood Development (DEECD) received the delegation on behalf of the Minister.
The 2014 Forum engaged students in the issues, challenges and opportunities facing
international students as well as discussions about the importance of promoting global
perspectives in education for all students. As is the case with past events, delegates at this
Forum are eligible to apply for participation in the Schools’ State Constitutional Convention
to be held at Parliament House, Melbourne in October this year which is in turn a pathway
to participating in the National Schools’ Constitutional Convention in Canberra in 2015.
The 2014 International Students Forum
The 2014 International Students Forum was held at the Melbourne Town Hall on 30 April
2014. 127 senior secondary students from 27 Victorian schools participated in the Forum,
comprising students from 20 Government, 5 Independent and 2 Catholic schools. Schools
were invited to send up to five delegates to the Forum. Delegates included 72 international
students from 19 countries and 54 local students. 35 teachers also attended the Forum and
took part in professional development workshops.
The Hon. Martin Dixon, MP. Minister for Education opened the 2014 Forum, by
acknowledging the valuable contribution that international students make to Victorian
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schools. He also highlighted the need for education to become increasingly internationalised
and emphasised the role that students have to play in this. In his remarks the Minister
congratulated the delegates for their willingness to engage in the Forum and provide their
views to decision makers. By engaging in this activity students are helping to shape the way
in which schools prepare students for an increasingly mobile and interconnected world. He
also encouraged the students to report back at school to share what they had learned at the
Forum. The Minister’s speech was followed by presentations from the following
international students:
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Xiaoyun (Jane) Yang from St Catherine’s School
Tian (Burton) Xio Lan from Doncaster Secondary College
Their presentations can be viewed at the following link:
https://www.youtube.com/watch?v=G0L_tljXb0M
The theme of the 2014 Forum, “Going Global! Student experience and perspectives”,
focussed on providing students with an avenue for sharing their experiences of education as
part of a growing global community, whether they are international or local students.
The day’s program included the following:
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The opportunity for international students to engage positively with local students to
identify common concerns in education;
Preparation of key messages to decision makers within and external to the DEECD
regarding the concerns raised;
Development of a communique to be presented to the Secretary of the DEECD;
Nomination to represent the delegates at a meeting with the Secretary of DEECD;
Development of local actions for implementation at delegates’ schools; and
Teacher professional development and network opportunities.
The Forum was facilitated by Second Strike, a privately run social enterprise focussed on
training and supporting school students to become active in representing their schools and
effecting positive change in their schools and communities.
Note: The Forum was recorded by the students of Class TV, and the footage will be
broadcast on Channel 31 in September 2014. (Broadcast details will be provided to schools
at a later date.)
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Evaluation
The overwhelmingly positive response received from both students and teachers about the
Forum indicates its value. Students and teachers reported that the Forum was an excellent
opportunity for international students to engage positively with local students, participate
in discussions and to have their opinions valued.
The inclusion of local students in this Forum was unanimously valued. It was reported that
local students benefited from their involvement and that their presence assisted the
international students to present to a welcoming audience.
The teacher’s professional development session rated highly in evaluations and the
resources provided to teachers were appreciated. Many teachers noted the value of
networking with other teachers in similar roles.
After the 2014 International Student Forum
Shortly after the 2014 Forum a delegation of 10 international and local students met with
Mr Richard Bolt, Secretary, DEECD, to present an outline of the day’s discussions and to
present the key recommendations from the Forum. The 127 delegates of the Forum were
ably represented by this small and articulate group.
A summary of the observations and recommendations delivered to the Secretary is included
below. As is the case for so many aspects of school life, each school develops guidelines and
policies to suit their own context. Therefore you may find that some or none of the
recommendations is appropriate to your school. These recommendations may inform your
decisions regarding your school’s international student program, or they may confirm your
current policies. It is worth noting that some of the student’s recommendations allude to
the development of guidelines which are already in place in Victorian schools to ensure the
wellbeing of international students. This may simply point to the fact that not all students
are aware of the existing guidelines.
The recommendations from the 2014 Forum fall into the following four categories;
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Socialisation
Language skills
Intercultural understanding
Challenges and opportunities.
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Socialisation
Students noted the importance of school attempts to provide opportunities for
friendships between local and international students. However, these are not always
successful due to the lack of genuine bonding. Students suggested that strong
friendships develop through “shared experiences and common interests”.
Opportunities for these friendships to develop can be created at schools, e.g. by
providing opportunities for international students to lead selected activities rather
than simply participate.
Student Recommendations were that:
 Buddy systems are useful but guidelines, training and support are required. It
is important that local students volunteer to act as buddies rather than being
appointed by the school;
 More regular activities involving local and international students working
together would be beneficial (i.e. sport, games, community service programs
etc.);
 The use of international festivals featuring sport, culture, art/fashion etc. is a
good way to promote intercultural understanding;
 The Homestay experience is a vital foundation for a good study experience
and good guidelines are needed to ensure the best outcome. If possible,
more trips and excursions with Homestay Families should be made available
to international students; 1
 Having an International Student Captain in the school can be a good way to
involve international students in the life of the school; and
 International student leaders should be integrated into the school’s regular
student leadership structure.
Student comments:
“We have to stop referring to ‘international students’ and ‘domestic’
or ‘local students’; we’re all ‘students’.”
“The problem of homesick students can occur when international
students don’t feel they belong here. Belonging is a link to identity so I
think the way to solve this problem is to make the international
student feel that they can do something, be a real part of the school.”
“The most important part of the day for me was learning about the
many challenges of being an international student.”
1
DEECD has developed comprehensive homestay guidelines for schools. They can be accessed at the following
link: http://www.education.vic.gov.au/Documents/school/principals/management/intlsrkch06hom.pdf
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Language Skills
Students commented on the importance of being provided with opportunities for
language development both within and beyond the classroom. Group activities
involving local and international students also help develop language skills and can
lead to increased confidence in English.
Student Recommendations were that:
 Increased participation in intensive language programs is required;
 Ideally English language schools should provide an engaging and
comprehensive program to ensure students entering mainstream schools
have sufficient language skills to function in mainstream classrooms,
including vocabulary specific to coursework;
 Students should be encouraged to socialise outside of their cultural/linguistic
group to ensure they are communicating in English;
 International students should be encouraged to teach skills and languages to
other students;
 International students should be made aware of tests/requirements they can
opt to sit in order to qualify for mainstream schools;
 Written coursework materials should be provided to cater for different
learning styles – (some students find it easier to understand written rather
than spoken English);
 Greater socialisation is required to foster language learning;
 International perspectives should be included across the curriculum, e.g.
history, geography and maths could have components where students learn
about different cultures;
 Subject teachers could highlight/discuss with students the skills and
attributes that are important in a globalised world as the current curriculum
is not seen to be preparing students for a globalised world; and
 Local students should be encouraged to help or even tutor international
students in their class work.
Student comment:
“As part of my schools’ student leadership team, I have become more
confident and my English has improved a lot.”
“I like to listen to speakers talk about their experience and I like to
discuss … with other people.”
We shared some language skills. It helped and encouraged me to be
confident when I speak in English.”
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Intercultural Understanding
Students stressed the importance of intercultural understanding which can help
break down barriers and lead to increased integration into the school community.
Student Recommendations were that:
 Cultural awareness workshops could be delivered by international students;
 Additional/optional language or conversation classes could be delivered by
international students as a way of sharing their language and also improving
their English speaking skills;
 Offsite camps be considered for international and domestic students to bond;
 Orientation programs be conducted for newly arrived students;
 Local and international students be included in social events/open forums
and similar events as a way of helping students find and create ‘common
ground’ thereby assisting in the removal of barriers to friendship;
 Educators should share more of their own overseas experiences at school;
and
 Performances given by international students at school assembly are a good
first step but can be seen as tokenistic if there is no follow up.
Student comments:
“I got to know more about the international students and what are
the problems they are facing in the school and community.”
“In regards to creating an internationalised schooling environment
where all students are immersed, I believe we need to ensure that
promotion of international cultures is not solely gestures like ‘Asia
Day’ or a week where foreign culture is celebrated somewhat
tokenistically.”
“I got a better insight into the lives and situations/experiences of
international students both at my school and other schools”
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Challenges and Opportunities
Students commented that the integration of local and international students must
be a priority for every school. Other challenges include improving the homestay
experience and offering more curriculum options with an international emphasis.
Student Recommendations were that:
 An ideal internationalised school would be free of barriers that divide
international students and local students. In some schools the international
students are largely separated from the rest of the school;
 Homestay programs are an area for concern– clear guidelines are needed to
ensure improved interactions between families and students/schools.2 Key
issues raised include:
o The need to feel welcome and included in the life of the homestay family;
o Being comfortable to speak to school staff if the homestay proves to be
unsuitable;
o Perception that homestay costs are equitable.
 Student concessions available to local students, e.g. for travel should be
extended to international students. This could alleviate some student stress;
 Welfare support in some schools could be improved for international
students;
 The International Baccalaureate be offered at more Victorian schools;
 Ethics classes would be a valuable addition to the curriculum; and
 International students should be provided with opportunities to contribute to
the school community.
Student comments:
“As much as international students need us locals, us locals really
need them too.”
“Going global is not that complicated. We can actually achieve it with
our work.”
2
See previous reference to DEECD homestay guidelines.
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Teacher workshops
More than 35 teachers and support staff attended three parallel workshops conducted
during the Forum. These sessions provided participants with opportunities for discussing the
International Student Program and sharing resources and effective strategies. Some of the
key issues included the development of student relationships between local and
international students, enhancing the homestay experience and improving the capacity of
teachers across the school to be involved in the International Student Program. One school
had offered English as an Additional Language Training to all staff, the provision of extracurricular activities for students such as sports for students of different backgrounds, and
enhancing the welfare focus on international students.
Teachers were provided with resources and support material and joined the students for
the last part of the program, the local action session in which school groups discussed ideas
for implementation in their own schools.
Teacher comments:
“The most beneficial aspect of the program is that students are
provided with the opportunities to discuss the issues that are relevant
and important to them. New ideas were generated to improve the
program.”
“It was interesting to see international and local students interacting
as equals. I hope it continues at school to meet colleagues and
exchange ideas.”
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