Noor Azizah

Co-Founder & Director, Rohingya Women’s Network

Bio

Noor Azizah, a Rohingya refugee, has transformed her lived experiences of statelessness and displacement into a powerful platform for advocacy and education. Fleeing the genocide in Myanmar, Noor resettled in Sydney at the age of eight, navigating immense challenges, including homelessness and hardship.

Today, Noor is the co-founder and director of the Rohingya Maìyafuìnor Collaborative Network, a women-led, Rohingya-led, and refugee-led organisation focused on human rights, gender-based violence, education, and translocal solidarity. She holds a Bachelor of Education (TESOL) and a Master of Peace and Conflict Studies from the University of Sydney.

Her contributions to refugee rights and gender advocacy have earned her multiple accolades, including NSW Young Women of the Year 2024, Global Citizen Youth Leader Award 2024, and recognition as a 2025 NSW Young Australian of the Year finalist. Noor has engaged in global policy discussions, serving as a refugee expert at the 2023 Global Refugee Forum and a delegate at the United Nations in Geneva. She also sits on Australia’s Refugee Advisory Panel and contributes to UNHCR and UN Women initiatives.

A sought-after speaker, Noor has shared the stage with UNHCR Goodwill Ambassador Cate Blanchett, human rights activist Craig Foster, and UN leaders, reinforcing her commitment to systemic change.

Currently, she is an English as a Second Dialect Specialist teacher in Sydney and an advisor across multiple boards. Beyond her work, she enjoys learning languages, traveling, and exploring waterfalls.

Noor’s story is a testament to resilience, leadership, and the power of education in driving change.

Presentation

Eight Years Without School: Noor Azizah’s Journey from Stateless Rohingya Refugee to Educator (NSW Young Woman of the Year 2024)

Thursday, Opening Plenary: 10:15 – 11:10 am

The Rohingya, recognised by the United Nations as the most persecuted group in the world, have been systematically denied citizenship, education, and basic rights. Noor Azizah fled Burma as a child to escape the brutal violence against her people, only to face new struggles as a refugee in Malaysia—where she lived for eight and a half years without access to education.

Now an internationally recognised advocate, Noor has collaborated with figures such as Academy Award-winning actress Cate Blanchett, UN High Commissioner for Refugees Filippo Grandi, and other global leaders. She has received numerous accolades for her work in refugee rights and education. As the director of the Rohingya Maìyafuìnor Collaborative Network (RMCN), she works to ensure that Rohingya children in refugee camps are not forgotten.

In this deeply personal session, Noor will discuss the systemic barriers that keep Rohingya children out of school, the urgent need for education in displacement, and practical ways to support refugee learners.

Carmen Basilicata

Executive Director, Integrity Branch, Australian Skills Quality Authority (ASQA)

Bio

Responsible for ASQA’s Integrity Unit, Carmen overseas ASQA’s intelligence, investigations and enforcements operations to prevent and detect threats to the integrity of VET, and to deter and disrupt illegal behaviour and the exploitation of vulnerable students. Carmen is also responsible for entry to the market, ASQA’s primary function to prevent threats and safeguard the integrity of VET, as well as ASQA’s Industry, State and Territory engagement and Course Accreditation functions.

Carmen joined ASQA in 2019 and became a part of the Senior Executive team in August 2021. She has had an extensive career over the last 17 years in administrative law, regulation, reform and leading change. Prior to ASQA Carmen held a range of roles in Comcare and the Australian Taxation Office. She has led strategic pieces of work across Federal Government agencies, specifically in relation to compliance, evidence-based decision making, dispute resolution, litigation and best practice.

In her current role as Executive Director of ASQA’s Integrity Branch, Carmen continues to work across Government and partner agencies, including law enforcement, to crack down on non-genuine education providers and criminal conduct. Carmen has a Bachelor of Arts, a Bachelor of Justice and Society, a Bachelor of Laws, a Diploma of Legal Practice, a Diploma of Languages, an Accreditation in Mediation and a Certificate IV in Government (Project Management).

Presentation

Panel: Government Voices

Thursday, 4:00 – 4:45 pm

In this facilitated discussion between a sample of our members and our guests from government, we will take a close look at the challenges facing the sector. We all know that NEAS membership enhances and complements regulated compliance by embedding continuous improvement. This session will explore how we can best define and maintain quality in an environment of uncertainty and change.

Leisl Bruhn

Dean of International Students, Ivanhoe Grammar School

Bio

Leisl began her teaching career in the East End of London whilst working and travelling overseas. Upon her return to Australia, she completed a Master of Education (Applied Linguistics) and has extensive teaching and leadership experience in the EAL field across primary, secondary, and adult sectors in both the state and private systems. Leisl has also worked on language proficiency in the corporate arena and has extensive experience teaching VCE EAL onshore and offshore and English Language B in the IBDP.

In Leisl’s current position as Dean of International Students at Ivanhoe Grammar School she is the Academic Manager of the School’s Intensive English Language Program and is responsible for the pastoral care of all international students across the school at any one time. Leisl believes the care and wellbeing of international school students is vital, especially given their vulnerability, and for them to fully enjoy their experience and achieve their best outcomes they must feel safe, comfortable, and well supported.

Leisl is the current President of Vision International, an association of Australian schools that enrol international school students.

Panel Presentation

Finding your place when you don’t belong

Friday, 11:00 am – 12:00 pm

What happens when you don’t belong? When you are new to the country, language, educational environment? Add to the mix living away from your support networks and friends, and this is a challenge facing many international students.

Three High School Preparation providers, all based in school contexts, share their strategies and best practice approaches for helping disengaged and/or unmotivated high school students to feel that they ‘belong’.

Professor Tanya Buchanan
BA(Hons), BSc(Nsg), DipPM, MBA, PhD, GAICD

Chair of the NEAS Board, NEAS Australia

Bio

Prof Buchanan is CEO of Dementia Australia. She has held previous CEO roles with Cancer Council Australia, the Thoracic Society of Australia and New Zealand and Action on Smoking and Health in Wales (UK). In 2022, Prof Buchanan was made an Honorary Professor of Practice in the School of Health and Society (Public Health) at the University of Wollongong.

Professor Buchanan studied Nursing at Curtin University of Technology and an MBA in Health Services at Edith Cowan University. She also holds a PhD and a range of qualifications including governance qualifications from the Australian Institute of Company Directors (GAICD).

Professor Buchanan commenced her career as a Registered Nurse with clinical work in neuroscience, and has worked in health, academia, local government and the voluntary sector.
She is active in public health research and practice.

Presentation

Welcome from the NEAS Board

Thursday, 10:10 – 11:15 am

The Chair of the NEAS Board will officially open the 2025 NEAS Conference by welcoming delegates and acknowledging the ELT community gathered at the UTS Aerial Function Centre.

Emma Currie

Head of Marketing for ANZ & SEA, Pearson

Bio

Emma Currie is the Head of Marketing for ANZ & SEA, Pearson, responsible for English Language Learning including Institutional, Corporate and PTE. She has been a marketing professional in the education sector for over 15 years and has worked for Pearson since 2012. With experience in a variety of marketing roles Emma has broad experience working with institutions, professional bodies, educators and students across the international education in Australia and South East Asia. 

Panel Presentation

Building Bridges: Fostering Belonging Through Peer-Driven Engagement in International Education

Friday, 10am – 10.35am

Curious to know what belonging means from a student perspective and how it looks in action? Join us for this session as we explore the transformative power of peer-to-peer communication and community-centric models in fostering belonging within the international education landscape. By examining best practices in community engagement, the panel will redefine how current and prospective international students gather information and finalise their study destinations.

Panelists will draw from diverse experiences to highlight how connections nurture a sense of belonging that is crucial for student success and its practical applications. Best practices include cultivating a safe space through accessible platforms for sharing experiences and implementing feedback mechanisms to amplify student voices, as well as creating relatable student content.

The panel will showcase how authentic interactions enhance engagement and trust among students, emphasising communication strategies that involve drip-feeding information through relatable and incremental messaging to improve understanding and connection.

Key Takeaway:

Participants will leave with actionable insights on fostering belonging through community engagement strategies, including effective communication practices that resonate with international students and strengthen community ties.

Learning Objectives

Participants will:

1. Understand the significance of peer-to-peer communication in fostering a sense of belonging among international students.
2. Identify best practices for creating safe and accessible platforms that facilitate the sharing of student experiences.
3. Explore effective feedback mechanisms to amplify student voices and enhance engagement within the community.
4. Recognise the importance of relatable content in connecting with students and addressing their needs.
5. Develop communication strategies that utilise incremental messaging to improve understanding and strengthen connections within the student community.

Dr. Susan Delahunty

PEO/CEO, Sun Pacific College

Bio

Dr. Susan Delahunty has over three decades of experience in the education sector, encompassing roles in ELICOS centres, TAFEs, and universities. She was a founding member of the NEAS Advisory Council, serving on the committee for five years. Currently, she holds the position of PEO/CEO at Sun Pacific College (SPC) in Cairns, which she describes as “one of the most unique schools in Australia.”

This distinctiveness inspired Dr. Delahunty to present at the NEAS conference, where she will highlight the innovative and impactful initiatives undertaken by SPC. Her presentation will explore how the school fosters engagement with the local community and how its students actively participate in community-based activities.

Dr. Delahunty’s aim is to illustrate that regardless of a school’s location, there are ample opportunities to establish meaningful connections with the surrounding community. She hopes attendees will leave her presentation inspired to strengthen their own community engagement efforts.

Presentation

From Classroom to Community: SPC Cairns’ 25-Year Commitment to Belonging

Friday, 1:35 – 2:05 pm

This year, SPC Cairns proudly marks its 25th anniversary. The school’s journey began modestly, founded by a visionary individual in a single rented room in the heart of Cairns’ CBD. Over the past 25 years, SPC has transformed into a thriving institution, now situated on a picturesque 5-acre campus in Cairns’ northern beaches, just a 10-minute walk from the ocean. The campus boasts two swimming pools, a jacuzzi, tennis and basketball courts, an entertainment room, a mini zoo, student dormitories, and a vibrant cafeteria offering an array of culinary delights.

What truly distinguishes SPC is its strong connection with the local community. Through collaboration and engagement, SPC’s staff and students have fostered a unique partnership that brings people together in meaningful ways. In 2024 alone, SPC contributed $1.2 million to the local economy through homestay payments. The school also welcomed 1,400 study tour students during July, August, and September, each of whom visited iconic attractions such as the Great Barrier Reef, the Tablelands, and nearby national parks.

SPC further strengthens community ties by partnering with local mainstream schools to offer immersive language sessions enriched with cultural experiences. These programs not only benefit local schools but also empower SPC students, building their confidence as they share their knowledge and skills in collaborative settings.

In her presentation, Dr. Susan Delahunty will explore the innovative, community-focused projects that have defined SPC’s approach. Participants will leave inspired, equipped with practical ideas to deepen the connections between their own ELICOS centres and local communities, fostering collaboration and a renewed sense of purpose.

David Ferguson

Director of International and Accommodation Operations, John Paul College

Bio

David Ferguson has been working in the International Education and Training (IET) industry since 2007, beginning his career as an English as a Second Language teacher. With a wealth of experience both abroad and in Australia, David leads John Paul College’s international operations and John Paul International College.

After joining John Paul College in 2016 managing international study groups, David served as the Deputy Head of International Operations from 2019 to 2022. In 2023, David was appointed as Director, John Paul International College.

Panel Presentation

School Accommodation: Rethinking Homestay

Friday, 9:25 – 10:00 am

Over the years, I have heard the same pain points and challenges raised about homestay programs. These come from agents, parents, students and the staff charged with administering this important accommodation option. Homestay experiences are quintessentially unique for each student, which is what makes them such special experiences. But, it is these variables that can cause challenges.

A sense of belonging and safety is constantly ranked amongst the highest concerns and needs of Overseas Students and their parents. During a time of increasing costs of doing business, implementing wellbeing and belonging initiatives outside of class hours is challenging. Providers who can genuinely deliver on this are successful, and accommodation is the key to success.

This panel discussion will explore how various centres have reimagined homestay accommodation to enhance operations and create a culture of belonging for linguistically, culturally, and age-diverse student populations.

Iori Forsyth

Senior Associate, Study NSW

Bio

Iori is a Senior Associate at Study NSW and an IEAA Associate Fellow with over a decade of experience in international education and trade. Her career began at Trade and Investment Queensland’s Japan office, supporting market entry for Queensland institutions. As the inaugural Japan representative for Queensland’s Department of Education International, she led award-winning initiatives and led high-profile trade missions.

After returning to Australia in 2021, Iori joined Austrade, leading the Study Australia Partnership to promote Australia as a premier study destination. Her achievements earned multiple awards, including the IEAA Rising Star (Highly Commended) in 2022 and the Asian-Australian Leadership Award in 2024. She also co-chaired the IEAA Young Professionals Network in NSW. At Study NSW, Iori leverages her expertise in international education and industry collaboration to drive policies and initiatives that support sector growth and enhance the international student experience.

Panel Presentation

School Accommodation: Rethinking Homestay

Friday, 9:25 – 10:00 am

Over the years, I have heard the same pain points and challenges raised about homestay programs. These come from agents, parents, students and the staff charged with administering this important accommodation option. Homestay experiences are quintessentially unique for each student, which is what makes them such special experiences. But, it is these variables that can cause challenges.

A sense of belonging and safety is constantly ranked amongst the highest concerns and needs of Overseas Students and their parents. During a time of increasing costs of doing business, implementing wellbeing and belonging initiatives outside of class hours is challenging. Providers who can genuinely deliver on this are successful, and accommodation is the key to success.

This panel discussion will explore how various centres have reimagined homestay accommodation to enhance operations and create a culture of belonging for linguistically, culturally, and age-diverse student populations.

Vlasta Gunning

Lead Quality Assurance, Navitas Skilled Futures

Bio

A language teacher and educator since 1995, experienced in teaching a number of languages across the world. English as a second language teacher for 19 years, teaching English to CALD communities in Australia since 2006.

Highly skilled in Inter-cultural Communication, Teaching Languages other than English, English as a Second Language (ESL) and Educational Assessment and Quality Assurance.

Highly experienced in delivering curricula-based training and training packages in the CALD sector, including foundation skills programs, digital learning and vocational education. Currently working as the Lead Quality Assurance at Navitas Skilled Futures.

Presentation

Building resilient communities through English language programs

Friday, 1:35 – 2:05 pm

Imagine, you are forced to leave your country because it is no longer safe for you to live there. Your life and the lives of your family are in danger. You just have to get out. You only have the clothes on your back and the money in your pocket. You leave with your partner and your children to move to a new country. When you arrive in this new strange place, you don’t know anyone. You don’t know where to start to find housing, a school for your children, how to go to the doctor or anything else you need for settlement. How do you feel? You feel lost, uprooted, tired, possibly scared and worried. And you can’t speak the language, maybe you can’t even read it, and so you start with Learning English. Learning a new language as a tool for social integration.

Navitas Skilled Futures is funded by the federal government to deliver the AMEP and SEE Programs. In these programs we create learning environments that foster a sense of belonging by adapting our classroom practice and encouraging learners to develop meaningful relationships with their classmates both in and outside of class. Students attend class not only to develop their LLND skills, but also to connect with classmates and their teachers. Many students live alone or in small households, and don’t have family and friends around, so our classes become a place for them to feel they belong in a community. Excursions also help specific community classes to improve connection to the community and how learning English within the new community (English in Australia) can enhance the feelings of being part of the community, part of the society and part of culture. Our students have had opportunities to apply language skills in real world communities through programs such as our ‘English for Sewing’ ‘English for driving’ and Pathways to Work which incorporates work experience where learners develop skills for work and apply what they have learned in the classroom in a real workplace. This presentation will focus on showcasing best practice in delivering English learning with a purpose through culturally based practices to new migrants and refugees through a combination of language and life skills.

Zoe Hancock

Lecturer (Teaching Scholar), Southern Cross University (SCU)

Bio

Zoe has been teaching English for over 25 years. After an early career pivot from accounting, Zoe began her teaching career in Japan.

She returned to Australia to complete a MA in Applied Linguistics at UTS and taught in a number of private colleges and university English language Centres in NSW and QLD across a range of courses including, General English, IELTS Prep, Cambridge prep, EAP, Direct-entry and Post-entry English and Academic language (PEAL).

Zoe has also worked in the area of teacher training from Cert IV through to Masters level. Most recently she has been involved in the development and delivery of an innovative online transnational English for specific Academic Purposes unit at Southern Cross University (SCU).

Transitioning into management and leadership roles, Zoe is focused on developing skills to ensure English language programs at SCU are effective, sustainable and responsive to the needs of both student and teachers.

Presentation

Leadership in ELT: Creating Cultures of Belonging in university English language centres

Friday, 10:00 – 10:35 am

Creating inclusive and supportive learning environments where all students feel they belong is crucial to student success in the English language classroom and may also set solid foundations for success at university. Belonging is understood to be crucial for students’ well-being and academic success and research in second language acquisition also suggests belonging plays a role in the language acquisition process. In addition, in university English language centres where many students are continuing on to further study in higher education, belonginess to the academic community can also play a role in reducing the likelihood of engagement in academic misconduct (Finn & Frone, 2004).

In order to build cultures of belonging, it is important to understand how students experience belonging. This presentation will explore student concepts of belonging in contemporary higher education settings and then examine the role leaders in university English language centres can play in fostering cultures of belonging.

For this presentation, Zoe will draw on current research from Ajjawi, Gravett & O’Shea (2023) on how ‘belonging’ is conceptualised. Eleven ways of experiencing belonging will be presented as images (https://www.belongingtouniversity.co.uk/), providing an opportunity for attendees to better understand how students experience belonging in university settings and consider how these learnings may be relevant to their teaching context. Zoe will also share some practical examples of how one university English language centre cultivates a culture of belonging in English language learners preparing for university study.

References
Ajjawi, R., Gravett, K., & O’Shea, S. (2023). The politics of student belonging: identity and purpose. Teaching in Higher Education, 1–14. https://doi.org/10.1080/13562517.2023.2280261
Finn, K. V., & Frone, M. R. (2004). Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy. The Journal of Educational Research, 97(3), 115–121. https://doi.org/10.3200/JOER.97.3.115-121

Melinda Hatton

Director, Tuition Protection Service (TPS)

Bio

The Tuition Protection Service Director is a statutory position created under the Commonwealth legislation. Melinda is responsible for the delivery and maintenance of the long-term sustainability of the Tuition Protection Service.

Melinda has held several senior roles in the Department of Employment, Skills, Small and Family Business, with extensive knowledge in operational policy and program management in employment services.

Melinda has also worked across a broad range of public policy issues, including regional skills policy, implementation of the National Quality Framework for early childhood education, and the implementation of the National Economic Stimulus Plan Primary Schools for the 21st Century.

Presentation

Panel: Government Voices

Thursday, 4:00 – 4:45 pm

In this facilitated discussion between a sample of our members and our guests from government, we will take a close look at the challenges facing the sector. We all know that NEAS membership enhances and complements regulated compliance by embedding continuous improvement. This session will explore how we can best define and maintain quality in an environment of uncertainty and change.

Megan Huber

Assistant Head of Faculty Diverse Learning (EAL/D)/Subject Coordinator English for EAL Learners, St Laurence’s College

Bio

Megan Huber is the current Assistant Head of Faculty for Diverse Learning specialising in EAL/D Case Management and the Subject Coordinator for English for EAL Learners at St Laurence’s College in South Brisbane. She is also the current Chief Confirmer and Subject Matter Expert for English for EAL Learners for the Queensland Curriculum Assessment Authority as well as a Lead Trainer Marker for the External English Exams.

Megan started her teacher career in London and Essex and has been teaching in a variety of state, private and catholic schools in Brisbane specialising in EAL/D practices for over 18 years. Megan has held positions such as Head of International Students at St Laurence’s College and Academic Manager of ELICOS (HSP Programs) at Canterbury College. Megan has a passion for applied linguistics, English language curriculum design and assessment as well as quality assurance across these domains.

For Megan, collaboration is key when it comes to the advocacy of young English language learners in our Australian curriculum.

Presentation

Professional Learning Teams – Creating a Supportive Community with ELT and Mainstream Teachers of EAL/D Students

Friday, 9:25 – 10:00 am

Within the hectic and ever transforming world of teaching and learning, supporting immerging ELT teachers as well as mainstream Australian curriculum teachers with EAL/D students in their classrooms can be problematic and the fear of the ‘one size fits all’ model continues. EAL/D teachers, directors, and advocates in schools rarely get the time and space to assist emerging teachers in this space as well as mainstream teachers in the way they would like, and the ongoing frustrations continue. In my current school context, we developed a way to address these issues through the use of Professional Learning Teams (PLT) to:

• enhance teacher capabilities within EAL/D practices
• allow ownership with EAL/D strategies being developed by mainstream staff
• providing practical and visual models provided to staff to allow the support to be recognised and certainly not forgotten
• engage students in reflective practice and to provide opportunities for them to lead staff development

My presentation will explore the project work of the ‘EAL/D PLT’ in our schooling context and explore how the meetings process, trail resources, lesson observations and reflections have increased EAL/D student performance in the classroom and how mainstream teachers are taking over as the advocates and promoting excellent practice in classrooms. I will explore how educators can establish a PLT in their school or language learning institute through an inquiry focus – creating a PLT action plan that states the student-centered goal, the strategies that will be implemented to attain the goal and the evidence that will be collected to help the team measure the impact and evaluate progress.

Cathy Jones

Assessment Development Specialist, LanguageCert

Bio

Cathy Jones is an Assessment Development Specialist at LANGUAGECERT. She has worked in the field of assessment for over twenty years with expertise in developing multi-level language curricula, tests and teaching materials for international organisations and governments.

Cathy is particularly interested in the transformative potential of assessment and in examining the impact of high-stakes English language assessment on teaching and learning and student outcomes. She holds a BA in French and History of Art from University College London.

Presentation

The Need for Oracy in the Age of AI

Thursday, 11:30am – 12:30 pm

In this session, Cathy Jones an Assessment Development Specialist from the United Kingdom will explore the growing need to develop students’ oracy skills, particularly in the context of the digital age, where artificial intelligence (AI) is reshaping how we communicate, create, and learn.
Oracy can be defined as the ability to articulate ideas, develop understanding, and engage with others through speaking, listening, and communication. The benefits of developing oracy skills are clear – students who are effective communicators are better equipped to succeed in both their academic and professional lives.

However, the promotion of oracy across education at all levels remains uneven. In an era of deep fakes, fake news, and AI-generated content, Higher Education faces a growing challenge with the undetectable use of generative AI for coursework and assessments. This complicates the process of assessing students’ authentic abilities and academic integrity.

One possible solution is to complement written assessments with a stronger emphasis on spoken assessments. By requiring students to verbally express their ideas and defend them in real time, we can better gauge their ability to think critically, reason effectively, and engage in meaningful dialogue.
To prepare students for these evolving demands, high-stakes academic admissions tests should not only assess written skills but also evaluate spoken communicative ability and enable interactional competence in academic scenarios. Fostering a broader range of oracy skills – such as verbal reasoning, critical thinking, and effective argumentation – is essential and can help cultivate social, cultural, and leadership skills that are vital for integration and active participation in diverse communities.

Luke Kennedy

Keynote Speaker

Bio

Luke Kennedy is one of Australia’s most in-demand motivational speakers, known for his raw, powerful, and deeply moving presentations. Now a successful business owner, state champion boxer, and mentor to troubled youth, he dedicates his life to helping others break free from self-doubt, limiting beliefs, and destructive patterns.

Luke’s ability to connect with any audience – whether corporate teams, business leaders, students, or those struggling with their past – comes from his genuine, no-fluff approach. His breathtaking and thought-provoking story challenges people to step up, take ownership, thrive through change, and push past their struggles.

More than just motivation, Luke provides real, practical tools to improve resilience, mental health, leadership, and performance. His impact goes beyond the stage, leaving audiences with a renewed sense of purpose, confidence, and clarity in both their personal and professional lives.

For more info www.lukeskennedy.com.

Presentation

Closing Plenary

Friday, 2:35 – 3:35 pm

Adam Kilburn

Chief Executive Officer, NEAS Australia

Bio

Adam Kilburn, CEO of NEAS Australia, brings over 30 years of experience in the English Language Teaching (ELT) sector.

Adam has held management roles across academic, marketing, and general operations, including managing a CELTA centre and overseeing a multi-campus operation in Vietnam.

With an MA in Language and Literacy and an MBA, Adam combines academic expertise with practical insights to drive business improvement and foster collaboration within the ELT industry.

Presentation

Welcome and Housekeeping – NEAS

Thursday, 10:00 – 10:05 am

NEAS CEO Address

Friday, 3:35 – 4:00 pm

Jo Kwai

, John Paul International College

Bio

Jo Kwai is a seasoned ELT specialist with extensive experience in teaching, curriculum development and coordinating across three sectors: primary, secondary, ELICOS in private and public institutions, and has also worked in the RTO environment across compliance, training and management.  Jo’s professional journey includes working at TAFE Qld, where she had diverse roles including ELICOS teacher, AMEP case manager, and TESOL Trainer and assessor for Diploma and Certificate IV courses.

As a dedicated member of the QLD EA branch, and a member of the ASQA SLG (Stakeholder Liaison Group), Jo is a passionate advocate for professional development and life-long learning. She is the visionary founder of PD Fest, an annual event that has expanded to multiple states across Australia.

She is a middle manager at JPIC and engages on a regular basis with students and various stakeholders.

Panel Presentation

Finding your place when you don’t belong

Friday, 11:00 am – 12:00 pm

What happens when you don’t belong? When you are new to the country, language, educational environment? Add to the mix living away from your support networks and friends. This is a challenge facing many international students.

Three High School Preparation providers, all based in school contexts, share their strategies and best practice approaches for helping disengaged and/or unmotivated high school students to feel that they ‘belong’.

Panel Presentation

Whole-person and in-community learning and support as a basis for enabling student success

Friday, 1:00 – 1:35 pm

International students undertaking academic pathways tend to have lengthy and complex journeys. Moreover, these journeys are punctuated by a variety of stakeholders, providers and programs. This panel discussion will specifically deliberate on a selection of challenges faced by both students and providers in achieving student success.

With representation from the Tertiary and High School Pathways Sectors, discussion will lead participants towards models to enabling holistic student success. Participants can expect to be presented with ideas that challenge current delivery models by focussing on whole-person and in-community learning and support as a basis for enabling success. This session is relevant to anyone who is teaching, managing and supporting student to succeed in pathway programs.

Jarrad Merlo

AI Product Manager at Pearson’s Accelerator, Pearson

Bio

Jarrad Merlo is an AI Product Manager in Pearson’s Accelerator, where he focuses on assessment innovation, integrating language testing theory with emerging technologies.

With expertise spanning language learning and assessment, technology, and social media, he brings an interdisciplinary perspective to teaching, learning, and testing. Before joining Pearson, Jarrad spent a decade as an English language teacher and later co-founded one of the world’s leading English test prep companies, amassing over 3 million YouTube subscribers along the way.

His work and research focus on test design, test preparation and item writing, alongside interests in intelligibility, English as a lingua franca, and Indian English.

Presentation

AI Agents in the English Language Sector: Our New Robotic Colleagues

Thursday, 1:30 – 2:30 pm

In this non-technical demonstration, Jarrad will take apart some AI agents, revealing how they work and what they are capable of. This session will spark discussion on the near-term impact of “agentic AI”, exposing both its unbelievable potential – and its uncomfortable challenges – for the English language sector.

Ash Moor

Academic Manager, UQ College

Bio

Ash Moor has family connections into Wakka Wakka country and grew up in Toowoomba, Queensland. Ash commenced teaching in TAFE Tasmania on the AMEP in 2003 before working for the British Council in Santiago, Chile. On his return to Australia in 2008, he taught, coordinated and managed in a number of Brisbane language colleges before moving into the pathways and enabling education space. In 2021, Ash received the ACEL Research in Educational Leadership and Management Award. As Academic Manager at UQ College, Ash has led various initiatives, including Indigenising curriculum in the Foundation and Tertiary Preparation Programs.

Panel Presentation

Whole-person and in-community learning and support as a basis for enabling student success

Friday, 1:00 – 1:35 pm

International students undertaking academic pathways tend to have lengthy and complex journeys. Moreover, these journeys are punctuated by a variety of stakeholders, providers and programs. This panel discussion will specifically deliberate on a selection of challenges faced by both students and providers in achieving student success. With representation from the Tertiary and High School Pathways Sectors, discussion will lead participants towards models to enabling holistic student success. Participants can expect to be presented with ideas that challenge current delivery models by focussing on whole-person and in-community learning and support as a basis for enabling success. This session is relevant to anyone who is teaching, managing and supporting student to succeed in pathway programs.

Grace Nabhan

Academic Team Leader, Navitas Skilled Futures

Bio

English Language teacher since 2012, experienced in teaching in Distance Learning, and face to face classes. Have taught across different levels and programs teaching English to CALD communities preparing them for settlement and employment in Australia.

Highly skilled in integrating technology in delivery with over 3 experiences working as a mentor for staff to help them integrate technology into their lessons with workshops and 1-1 training, designing learning materials and training teachers to design interactive learning materials using an LMS.

Currently working as an Academic Teal Leader at one of the colleges in South West Sydney for Navitas Skilled Futures.

Presentation

Building resilient communities through English language programs

Friday, 1:35 – 2:05 pm

Imagine, you are forced to leave your country because it is no longer safe for you to live there. Your life and the lives of your family are in danger. You just have to get out. You only have the clothes on your back and the money in your pocket. You leave with your partner and your children to move to a new country. When you arrive in this new strange place, you don’t know anyone. You don’t know where to start to find housing, a school for your children, how to go to the doctor or anything else you need for settlement. How do you feel? You feel lost, uprooted, tired, possibly scared and worried. And you can’t speak the language, maybe you can’t even read it, and so you start with Learning English. Learning a new language as a tool for social integration.

Navitas Skilled Futures is funded by the federal government to deliver the AMEP and SEE Programs. In these programs we create learning environments that foster a sense of belonging by adapting our classroom practice and encouraging learners to develop meaningful relationships with their classmates both in and outside of class. Students attend class not only to develop their LLND skills, but also to connect with classmates and their teachers. Many students live alone or in small households, and don’t have family and friends around, so our classes become a place for them to feel they belong in a community. Excursions also help specific community classes to improve connection to the community and how learning English within the new community (English in Australia) can enhance the feelings of being part of the community, part of the society and part of culture. Our students have had opportunities to apply language skills in real world communities through programs such as our ‘English for Sewing’ ‘English for driving’ and Pathways to Work which incorporates work experience where learners develop skills for work and apply what they have learned in the classroom in a real workplace. This presentation will focus on showcasing best practice in delivering English learning with a purpose through culturally based practices to new migrants and refugees through a combination of language and life skills.

Vanessa Newberry

Head of International Programs, Hills International College

Bio

Panel Presentation

Finding your place when you don’t belong

Friday, 11:00 am – 12:00 pm

What happens when you don’t belong? When you are new to the country, language, educational environment? Add to the mix living away from your support networks and friends. This is a challenge facing many international students.

Three High School Preparation providers, all based in school contexts, share their strategies and best practice approaches for helping disengaged and/or unmotivated high school students to feel that they ‘belong’.

William Nguyen

NSW International Student Ambassador, Study NSW

Bio

William Nguyen is a student leader, speaker and passionate advocate for international students, dedicated to fostering belonging and building inclusive communities. Arriving in Australia at 15 with no English, he understands the challenges of navigating a new country.

Now a third-year Education/Media Arts student at UNSW, he has spoken to over 7,000 people at universities and conferences, serving as an MC and guest speaker.

Recognised for his leadership, he has won the Australian Defence Force Youth Leadership Award and the UNSW Student Experience Award.

He is the Founder and President of the UNSW International Students Association, an undergraduate representative on the UNSW Academic Board, and an NSW International Student Ambassador for the NSW Government and NSW Department of Education, championing diversity, student empowerment and stronger pathways to belonging.

Presentation

Panel: International Student Voices-From Voices
Arrival to Belonging: An International Student’s Story in Australia

Thursday, 2:30 – 3:30 pm

In this panel we will hear the journey of two international students from arrival to belonging, highlighting the challenges they face and the contributions they make to the community.

Ogunbodede Olaitan MD

Medical Practitioner, NSW Health

Bio

Olaitan Temitope Ogunbodede is a medical practitioner with NSW health and holds a doctoral degree in Immunology from the University of Sydney.

He arrived in Australia about half a decade ago as an international student from Nigeria on a Department of Foreign Affairs and Trade international Scholarships. He has since transitioned to the workplace serving the community with his skills and passion as well as volunteering to enrich international student experience.

Olaitan was named by the NSW government’s Study NSW as the 2023 International student of the year – Higher education category.

Presentation

Panel: International Student Voices-From Voices
Arrival to Belonging: An International Student’s Story in Australia

Thursday, 2:30 – 3:30 pm

In this panel we will hear the journey of two international students from arrival to belonging, highlighting the challenges they face and the contributions they make to the community.

Savvas Papandony

Director of Studies, Australian Academy of Commerce

Bio

DOS ELICOS. Australian Academy of Commerce.

Curriculum, Syllabus, Assessment development in GE, EAP, IELTS. Curriculum and Syllabus design in GE and EAP for BOYA, Jiangxi University of Technology, Nanchang, China.

Presentation

A Transnational Delivery Experience: The ongoing development of a General English Program for university students in China following NEAS Quality Area M guidelines

Friday, 1:00 – 1:35 pm

With the expertise garnered over many years of operation, in 2023 Australian Academy of Commerce offered to establish an ELICOS program for BOYA Institute of Technology, itself a part of Jiangxi University of Technology in the city of Nanchang, Jiangxi Province, China. This program plans to run consecutively with the students’ main field of study over three years and culminates in an intensive fourth year of English for Academic Purposes. The intent is to encourage students to study further afield in Higher Education institutions and universities in the West, primarily in Australia. The logistics of establishing these courses are quite complex, with many issues arising although the benefits at this stage far outweigh any concerns at present.

One of our aims is to receive NEAS endorsement for this Transnational delivery. Join Savvas Papandony, DOS ELICOS at AAC, to discuss the history, writing and implementation of the program, Summative assessment results, how stakeholder feedback is acted upon, and hear about the strong relationship that has developed between the partner institutions.

Zoe Repse

CGEA/ME Educator, Swinburne University of Technology

Bio

Teaching since 1979 across primary, secondary, and tertiary levels. A dedicated workshop facilitator and speaker, passionate about engaging EAL and literacy learners within the community.

Focused on motivating and boosting confidence in casual conversations with native speakers, through teaching Australian expressions, pronunciation, intonation, and colloquialisms. Emphasising how closely reading and spelling are connected to the pronunciation of Australian phonemes.

Presentation

Community Engagement Through Language Projects and Outreach

Friday, 11:00 am – 12:00 pm

Andragogical Knowledge
These principles are suggested by Malcolm Knowles:
A. Adults need to be involved in the planning and evaluation of their instruction (diagnose & evaluate own pronunciation).
B. Experience, including mistakes, provides the basis for the learning activities (their own speaking & listening with people).
C. Adults are most interested in learning what is relevant to their job or personal life (being able to verbalise is most relevant).
D. Adult learning is problem-centred rather than content-oriented (include pair/group risk–taking activities to challenge them).

Yvonne Weldon

Independent Councillor, City of Sydney

Bio

Yvonne Weldon is a proud Wiradjuri woman and she maintain strong ties to her homelands of Cowra and the Riverina areas in New South Wales.
From a young age Yvonne developed a strong passion and commitment to bringing about positive change for Aboriginal people and communities.
Yvonne is an independent councillor for the City of Sydney and the first Aboriginal councillor in the City’s 180-year history and also serves as a current board member of the Metropolitan Local Aboriginal Land Council, Deputy Chair of the NSW Australia Day Council and as a Board member of Domestic Violence NSW and
Redfern Jarjum College.
She has a passion for improving the lives of all through health, social justice, Aboriginal advancement, children’s rights, education, child protection, research, and evaluation.
Yvonne has held key positions with the NSW Government and Aboriginal Community Controlled sectors. In 2016 Yvonne was shortlisted for the Queenslander Literary Awards, Unpublished Indigenous Writer – David Unaipon Award category
and was awarded the 2017 Allen & Unwin Faber Writing Academy scholarship.

Presentation

Welcome to Country

Thursday 10:05am – 10:10am