NEWS

Congratulations to the University of Technology (UTS) College!

Posted on | by Ed Itor

Congratulations to the University of Technology (UTS) College for completing a quality review activity with NEAS.

UTS College is located at 645 Harris Street Ultimo, one of four UTS locations that can accommodate students for language classes, academic support and student common areas. The common areas promote social interaction between students during their class breaks. Students mentioned that there were also plenty of opportunities to study before and after class in the UTS library.

A proud NEAS member since 1989, UTS College has been a gateway for students aiming for direct entry into UTS. The current student body is primarily from China, with others from Southeast Asia, Japan, and Korea. In a recent Focus Group, students expressed their satisfaction with the support and information they receive, sharing sentiments like, “everyone can help, and teachers help me a lot” and “I now have fewer problems in my life.” They described their teachers as “happy,” “friendly,” “funny,” and “caring,” and felt that they were making solid progress in their studies, gaining confidence along the way.

During Welcome Week, students are informed about various opportunities to enhance their learning experience. They learn about joining campus clubs and groups, and how to access support services like the HELPS (Higher Ed Learning and Pathways Support) centre and online resources.

Teachers in the Focus Group expressed confidence that students are well-integrated into university life, with ample chances to join over 100 clubs across the wider university campus.

July 2024

Congratulations to Deakin University English Language Institute (DUELI)!

Posted on | by Ed Itor

NEAS congratulates Deakin University English Language Institute (DUELI) for successfully completing a Quality Review activity.  

DUELI’s diverse cohort includes students from Japan, China, Saudi Arabia, Vietnam, and Cambodia. These students benefit from comprehensive access to Deakin University’s services and facilities, including the library, medical centre, and fitness centre. They also receive membership to the Deakin University Student Association (DUSA), further integrating them into the university community. 

DUELI students also enjoy a designated conversation room, computer lab, and the Independent Learning Centre (ILC). The ILC is equipped with online resources for language development, CDs and DVDs to enhance listening and comprehension skills, pronunciation and listening comprehension tools, daily newspapers, magazines, books, and complimentary photocopying services. 

Teachers at DUELI are matched to classes based on their teaching experience, ensuring a high standard of education. Student feedback reflects this dedication, with the majority expressing high satisfaction with the course delivery, assessment methods, and teaching strategies. Students have also confirmed receiving adequate feedback on assessments and course progression. Focus Group participants reported feeling well supported by DUELI’s teachers, professional staff, and management, with one student noting significant academic progress. 

To further support student success, DUELI offers a variety of workshops including pronunciation workshops, grammar games classes, and EAP researching workshops, all strategically designed to enhance learning outcomes. 

July 2024

Congratulations to CQUEnglish Sydney!

Posted on | by Ed Itor

Congratulations to CQUEnglish Sydney for completing a Self-Assessment quality review activity. 

The Self-Assessment is a structured activity that supports the centre in reviewing its most recent NEAS Quality Review report, internal review and evaluation observations, feedback from students and other stakeholders, the centre’s strategic plan, and external factors such as industry intelligence or current media issues. CQUEnglish Sydney conducted a self-assessment against four key Quality Principles from the NEAS Quality Assurance Framework, chosen based on their relevance to the centre. 

Principle A1: Course design supports quality learning outcomes, was chosen based on feedback from students and staff. The centre plans to update its materials and introduce surveys that gather insights on course design, materials, and assessments. 

Under Principle A5: Students are encouraged to take control of their language learning, CQUEnglish Sydney plans to re-evaluate and redesign its Independent Learning to incorporate flipped learning, demonstrating a forward-thinking approach to educational enhancement. Additionally, the centre aims to increase the involvement of higher education staff with ELICOS students through regular information sessions, creating a more supportive and integrated learning environment to enhance student engagement and success. 

For Principle B2: Students have the information and support needed to adjust to living and studying in this country, the centre will enhance information provided to students about life in Australia and wellbeing throughout each course.  

Considering recommendations from previous quality review reports, the centre selected Principle D4: The Centre supports a performance and development culture for all staff. This initiative aims to diversify how teachers share ideas and resources, including hosting online seminars by CQUniversity experts on topics like Artificial Intelligence and Academic Integrity Literacy. These efforts will equip teachers with knowledge on ethical AI use in learning and reduce instances of academic misconduct. 

The Centre is commended for integrating feedback from previous NEAS Quality Review activities into its ongoing planning for continuous improvement. This demonstrates its dedication to excellence and ongoing development. 

July 2024

How Do Successful Providers Navigate Change in the ELT Sector?

Posted on | by Ed Itor

The ELT sector is often at the forefront of change. We led the creation of international education and have always been critical to those early stages of the international student journey. Further, whether it’s embracing new technologies, responding to demographic shifts, navigating political changes, or handling unexpected challenges, our industry is quick to harness the rewards of positive developments. We are also the first to suffer the consequences of adverse conditions.  

We’ve explored how successful providers thrive in difficult situations, and here’s what we discovered. 

Staying Flexible and Innovative 

Flexibility and innovation are essential for navigating the evolving landscape of ELT. These attributes allow us to move beyond simply reacting to current challenges, and instead position us for the future.  

During the pandemic we were presented with significant existential challenges. More recently, of course, government policy is forcing many providers to rethink their businesses. For instance, there has been a growing interest in transnational education. This trend opens doors for students to pursue studies across borders and institutions, presenting new opportunities for growth and adaptation in our sector. 

Striving for Continuous Improvement 

Quality assurance and continuous improvement are also essential to manage change effectively. By getting in close to teaching practices, curriculum effectiveness, and student outcomes, providers can adapt and reset in ways that facilitate sustainability. The NEAS model for continuous improvement fosters ongoing feedback against benchmarks. With professional development aligned to feedback and benchmarks, educators remain responsive and agile. Strategic planning guided by quality assurance helps providers anticipate challenges and opportunities, maintaining educational excellence while innovating to meet evolving demands. 

Coming Together and Looking Ahead  

It is in times of crisis that the strength of the ELT community shines. Coming together to support one another, sharing resources and best practices, can help institutions and educators navigate tough times, and can foster collective growth and resilience. By learning from one another’s experiences, educators can implement proven strategies and avoid common issues. This collective knowledge can drive the sector forward, adapting to ever changing scenarios. 

Our program of professional development, supplemented by our face-to-face Community of Practice sessions are all great examples of how NEAS is in there with you. 

Check them out here. 

July 2024

News from Adam

Posted on | by Ed Itor

Welcome to the latest edition of our CEO’s column News From Adam.

Vietnam has long been an important part of the NEAS footprint. On my recent visit there I was overwhelmed by the energy, dynamism, and sheer creativity of the people. Ho Chi Minh City and Hanoi both buzz with more than the traffic that I encountered crossing the road! 

I visited existing and potential NEAS members in the university, conventional stand alone, online, and private multi-campus sectors. These are all English language teaching operations of significant scale, and it is very exciting to hear them spell out the future as they saw it. Varied as these plans were, I picked up a few consistent themes that I thought I might share with you:

Language learning has become very closely tied to proficiency test preparation in Vietnam. I know this from my time managing centres in Vietnam where the parents of the mostly young students are looking for recognised, standard and measurable outcomes for the investment they make. Interestingly though, I had some feedback that this focus on specific standardised testing may be peaking. Competition from direct entry pathway programs appears to be gaining some momentum. I also noted marketing for strong differentiated product lines. In other words, branded programs of learning activity, and specifically enrolments into programs for younger learners appears to be growing. This is also the case for online learning programs.

As always, it’s the teaching staff (and those managing them) who are dealing with quality at a day-to-day level, and the hunger for professional development among this group complemented the commitment to continuous improvement that I picked up from the leaders of these organisations. Key areas of interest for teachers were AI and how best to regulate its use, motivating students in the (mostly) monolingual context of Vietnam and the fascinating cultural interplay between Confucian-style learning approaches and the more critical, collaborative, and individualistic drivers that underlie western language learning pedagogies.

I’m very much looking forward to engaging closely with our Vietnamese member community in the coming months and have lots of ideas for developing the NEAS presence there. Of foremost interest for me is finding ways to build connections between this community and the other communities that exist under the NEAS umbrella, including our Australian members.

Of course, I’m here to convey all of this to you because I survived crossing the city streets!

July 2024

Congratulations to Ivanhoe Grammar School!

Posted on | by Ed Itor

NEAS congratulates Ivanhoe Grammar School on completing a recent quality review activity.

Ivanhoe Grammar School, based in Melbourne, offers a NEAS endorsed intensive English Language program at its Ridgeway Campus. The school conducted a Self-Assessment activity, which supports members in evaluating the quality of their operations against the NEAS Quality Assurance Framework. This assessment includes reviewing current practices and planning for continuous improvement.

Ivanhoe Grammar School has carefully self-reflected on its current practices and presented plans for continuous improvement in three Quality Areas: C, D, and F.

For Quality Area C: Student Facilities and Services Foster Community, in pursuit of fostering community within the student body, the school is actively enhancing various facilities and services. This includes improving the safety and functionality of the Recreation Area, ensuring timely maintenance and cleaning during school holidays, promoting cultural celebrations, diversifying cafeteria food options, and updating the furniture and layout of the International Centre.

To address Quality Area D: The Centre Has an Organisational Structure That Effectively Supports the Provision of Services to Students, the school has devised a comprehensive plan that involves conducting regular staff meetings to provide updates on international student matters, coordinating efforts among key leaders to implement policies, offering detailed orientation for new teachers that covers international student welfare, briefing the psychology team on the specific needs of international students, and providing necessary psychological support services.

In relation to Quality Area F: The ELT Centre Supports Effective Welfare Arrangements for All Students, to ensure effective welfare arrangements for all students, the school has outlined several strategic initiatives. These include integrating valuable student feedback into marketing materials, reintroducing in-country parent-teacher interviews to enhance communication channels, equipping the Dean of International Students with advanced communication technology, and bolstering overall safety measures and welfare arrangements.

NEAS commends Ivanhoe Grammar School for presenting a well-thought-out and thorough self-assessment activity, providing valuable insights and a clear roadmap for enhancing the quality and effectiveness of its programs and services, reinforcing its commitment to continuous improvement and excellence in education.

July 2024

Three Ways in Which Quality Assurance Adds Value to ELT Businesses

Posted on | by Ed Itor

Quality Assurance (QA) is at the core of what we do here at NEAS.

But why is it so important?

In general, QA ensures that business processes are consistently reviewed, leading to improvements in both the customer experience and the quality of products or services offered. In education, and in English Language Teaching (ELT), quality assurance supports the integrity and effectiveness of educational programs, enhancing the overall student satisfaction and fostering a culture of continuous improvement.  

So, how does quality assurance add value to businesses in ELT?  

1. Enhancing Students Satisfaction 

Quality assurance helps ensure that providers are consistently meeting the needs and expectations of students, leading to higher satisfaction rates. By promoting best practices, adhering to consistent standards, collecting feedback, maintaining high teaching quality, providing adequate resources, and regularly reviewing educational content, quality assurance helps create an environment where students receive high-quality education and support, leading to greater satisfaction and positive outcomes. NEAS supports this by implementing a student-centered quality assurance framework focused on areas of improvement that directly benefit learners and their educational journeys.  

2. Building Trust and Credibility for Market Competitiveness 

Considering the substantial financial investment required for studying abroad, students are more likely to select a reputable provider for their offshore studies. Building a strong reputation then becomes essential to run a successful ELT business. But how? Well, by consistently delivering high-quality education. QA assists in this process by upholding industry best practices and offering providers the chance to benchmark their services against established standards. NEAS’ quality assurance activities encourage the review and improvement of providers’ practices, reinforcing their commitment to excellence and strengthening their reputation as trusted ELT providers. This not only attracts enrollments but also gives them a competitive edge in the market. 

3. Driving Continuous Improvement 

Quality assurance goes beyond simply meeting compliance requirements; it signifies an ongoing commitment to continuous improvement. It involves a never-ending process of refining and enhancing practices, which encourages innovation and provides a competitive edge. This commitment also supports professional development and growth, contributing to a positive organisational culture. By consistently reviewing and improving processes, providers enhance efficiency and adaptability, positioning themselves for long-term success in the market. Similarly, this continuous improvement mindset ensures better preparation for regulatory audits. NEAS supports this journey through its Quality Assurance Framework, which covers teaching, learning, assessment, student support, and governance, helping ELT providers strive for ongoing excellence. 

Investing in quality assurance practices is not just about meeting standards—it’s about exceeding expectations and positioning the business for sustainable growth and success. Through the NEAS Quality Assurance Framework, ELT providers can ensure they deliver high-quality education and support, fostering student success and institutional excellence though continuous improvement. 

July 2024

Congratulations to Study Vision!

Posted on | by Ed Itor

Study Vision, part of Consteam (Australia) Asia Pacific Pty Ltd, specialises in providing homestay and student accommodation services to international students. The company focuses on creating safe and supportive environments, particularly for students under 18. Study Vision places students from diverse backgrounds into appropriate accommodation and offers 24/7 support. The company prides itself on maintaining strict safety and quality standards. Its comprehensive recruitment, screening, and training of homestay hosts have established it as a preferred accommodation provider. Headquartered in Sydney, Study Vision’s services extend across major Australian and New Zealand cities, offering accommodation, airport pickup services, and guardianship for students in leading educational institutions.

NEAS is pleased to assess and endorse Study Vision in the category of Quality Products and Services (Area O – Homestay Service Providers). The Quality Principles of Area O focus on the following critical aspects of the vendor’s service: its governance and management practices; the provision of a safe and comfortable living environment for students; its support for student welfare arrangements; and the training of host families for student welfare and wellbeing. Detailed information on Area O of the NEAS Quality Assurance Framework can be referenced here: https://neas.org.au/resources/neas-quality-framework/#area-o.

Study Vision’s comprehensive General Guidelines for hosts and students ensure smooth placements, with clear payment arrangements and no additional fees. Regular bi-weekly emails to host families and students confirm placements, gather feedback, and include reminders about rules. For students under 18, Study Vision provides a Local Caregiver who communicates with students, hosts, and parents, attends school meetings, and reports back, benefiting busy host families. NEAS employs a 360-degree stakeholder feedback model for quality assurance assessments. Anonymised feedback highlighted positive experiences with Study Vision. Students praised their assistance in finding and booking homestays, expressing satisfaction with their experiences. Hosts commended Study Vision for its organised approach in homestay placements, emphasising ongoing relationships with former students and their families. They appreciated Study Vision’s facilitation of enjoyable homestay experiences for both hosts and students and commended the organisation for its professionalism and continuous support.

July 2024

Congratulations to Macquarie University Department of Linguistics!

Posted on | by Ed Itor

NEAS congratulates Macquarie University Department of Linguistics on the successful completion of a quality review activity.

NEAS endorses the Graduate Certificate of TESOL and the Master of Applied Linguistics and TESOL, both of which were redesigned in 2023 to align with graduate capabilities and new Course Learning Outcomes. The Department’s innovative design includes a new TESOL Methodologies Unit that is highly practical, utilising flipped learning and authentic assessment tasks to foster collaboration and feedback literacy. Other course highlights include the Second Language Acquisition unit, which aligns with professional settings, and the incorporation of flipped and dialogic learning in Linguistics and Language Teaching.

The Department’s strengths are evident in its learning and teaching-focused research projects, which inform unit design and teaching methods, allowing for evidence-based practices in sustainable language teacher education and dialogic teaching.

The Graduate Certificate in TESOL has also been recognised by the industry, with NSW TAFE granting equivalency to Certificate IV in TAE. This recognition enhances the course’s appeal to new language teachers and supports new teaching positions in TAFE.

The Department has recently been honoured with several awards, including Faculty Learning and Teaching Awards, Vice Chancellor’s Learning and Teaching Awards, and Senior Fellow recognition from HEA, further demonstrating outstanding achievements in education and innovative language teacher training.

July 2024

Congratulations to ILSC Brisbane!

Posted on | by Ed Itor

ILSC Brisbane, one of five ILSC Education Group campuses in Australia, is situated in a refurbished heritage building in the centre of Brisbane, alongside Greystone College, ILSC’s VET School. The centre offers a variety of courses, including General English, English for Academic Purposes, IELTS, and Cambridge Mastery. In addition to core skills, students can choose from a wide range of electives such as English through Music, English through Film, Cafe Work Skills, English for Business, and Presentation Skills.

The review found that teachers felt there was sufficient “space” in the curriculum to design activities tailored to their students’ needs. Students appreciated that during the first week of their course, teachers gathered information about their aims and expectations to make necessary adjustments. Students also spoke highly of the teachers’ tips for using their language skills outside the classroom and the recommended materials, noting that their confidence in communication had grown significantly since starting at ILSC. They felt that the school met their expectations. A student noted, “We are more than just a number, teachers and staff show concern”.

Students praised the ease of accessing information and support through the school’s mix of QR codes and e-services, which seamlessly integrated with mobile devices. An Activity Coordinator ensures a vibrant calendar of local activities and internal events, including charity drives and special experiences for some electives, such as visits to a retirement village to share a concert and chat.

Ongoing Professional Development (PD) is a key part of the culture at ILSC Brisbane. Staff members accrue CPD points, and external PD opportunities include events and sessions offered by NEAS, EA, and QATESOL, along with knowledge sharing from colleagues in Canada and the USA.

July 2024