NEWS

News from Adam

Posted on | by Ed Itor

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

You all know that NEAS is about the English language teaching sector; that QA is our thing. You might even know that we are an association of members. Most of you reading this are probably members. What you might not know is that we (that is you, the members, the staff, NEAS) is governed by a board of directors. The board comprises 7 directors of which 3 are elected by the members, and 4 are independent and appointed. The board is my boss. That’s how it works. They set the strategy for NEAS, they oversee my work and they set our policy and broad direction. Some years ago, when I was elected to the NEAS board, I chose to complete the Australian Institute of Company Director’s course. It gave me a really important perspective on leadership. The difference between the executive dimension and the governance or board dimensions of leadership was something I had barely considered, but now know a lot more about. 

I see now that one of the great strengths of NEAS is its board. It’s not just the people who serve on it right now (granted, they’re well informed and highly professional individuals), nor is it simply that our board exists (a committed group serving our common purpose). No. The strength of our board is that it combines member-elected directors with independent directors (directors from outside our ELT sector). This composition gives a particular balance to decision-making and, in my view, has played an important part in making NEAS what it is: a truly independent body that draws on knowledge of the sector from our member elected directors.

Now, why am I rattling on about the board? I’m telling you this because we have an election coming up and we will very soon call for nominations. I would encourage you to consider nominating. It’s a great opportunity to contribute to the sector and, if you’ve not served on a board before, to learn new skills. So, keep your eyes out for the notification and feel free to get in touch if you’d like to learn more.

August 2024

Four Essential Traits of Effective ELT Leaders

Posted on | by Ed Itor

What makes an effective ELT leader? Effective leadership in ELT combines a deep understanding of the classroom environment, knowledge of the programs taught and proficient management of the daily operations. It involves guiding teachers and ELT professionals through a complex landscape while juggling multiple priorities. Successful leaders share key traits that help them to navigate challenges and drive success: 

Authenticity is the foundation of effective leadership. Genuine leaders build trust and respect by staying true to their values and beliefs. Authentic leaders create an environment where educators and students feel valued and understood, which fosters a supportive and cohesive learning community.  

Curiosity drives continuous improvement and innovation. ELT leaders who are curious actively seek out new ways to better themselves and are eager to explore different perspectives and ideas. This trait ensures that their leadership remains forward-thinking and relevant, ultimately benefiting the educational experience. 

Empathy is crucial for understanding the needs and emotions of both students and staff, especially in the wonderfully diverse environment that is an ELICOS class. An empathetic leader listens actively and responds with compassion, addressing concerns and providing support where needed. This is particularly important in an environment in which cultural sensitivity is required to assist students adjust smoothly to life in a new country.  

Strategic thinking brings these traits together, allowing leaders to translate their insights and values into actionable plans. Effective ELT leaders are adept at setting clear goals, developing strategies, and making informed decisions that align with the long-term vision of their institutions. Their strategic approach ensures that they can navigate challenges, chase opportunities, and drive continuous improvement in the ELT sector. 

Where do you stand in developing these skills? 

NEAS supports ELT professionals, academic managers, senior teachers, and emerging leaders through various initiatives. Sign up as an associate member to access a range of benefits and be part of a thriving community. Learn more about associate membership here. Or join our Leadership in ELT Community of Practice to meet with other leaders in the industry and share your thoughts and ideas! 

August 2024

Congratulations to JCU Language School!

Posted on | by Ed Itor

The JCU Language School at James Cook University Singapore provides English language programs to help students improve their language skills for academic and professional purposes. With an emphasis on interactive learning and cultural immersion, students develop essential communication skills in a supportive environment.

Congratulations to JCU Language School for its successful completion of the NEAS Quality Review for 2024. This review encompassed structured meetings and focus group discussions involving management, students, teachers, and professional staff. Additionally, the use of anonymised Quality Principles Surveys helped identify focal points for the Quality Review process, while comprehensive stakeholder feedback was analysed in alignment with the key Principles and Drivers of the NEAS Quality Assurance Framework. For more information on the Quality Assurance Framework, please refer to this section of the NEAS website: https://neas.org.au/resources/neas-quality-framework/.

The JCU Language School offers the English Language Preparatory Program (ELPP) to international students as a pathway to further studies at JCU Singapore and other higher education institutions. The ELPP is structured into five levels, from Beginner to Advanced, and operates in 12-week trimesters with three shifts. The program ensures quality through a rigorous validation process for each assessment, involving all teachers in post-test marking, analysis, and discussion. The teaching staff at JCU are highly experienced, with between nine and 31 years of experience, and they engage in regular professional development. Notably, four members of the teaching team have recently completed their Master Practitioner Certificates with NEAS, highlighting their commitment to professional growth.

JCU Singapore actively recruits international students, focusing its marketing efforts on East Asia, North America, and Europe. The university’s Admissions Department supports international students by providing assistance in all aspects of student life. JCU Singapore fosters a culture of professionalism, collaboration, and support, with transparent communication among staff, students, and teachers. The Student Welfare department ensures student well-being, with all staff trained in first aid and psychological first aid. Each student is also assigned a staff member as an ambassador, ensuring personalised support throughout their academic journey.

August 2024

Congratulations to Western Sydney University (WSU) The College!

Posted on | by Ed Itor

Western Sydney University (WSU) The College, located at the Sydney Olympic Park campus, provides a well-furnished and supportive learning environment. The facilities include modern classroom technology, breakout areas, and a spacious communal area for teachers.

The College hosts a diverse student body, with a significant number of students from Asia, the Middle East, and Latin America. The principal course offered to students is English for Academic Purposes (EAP). In addition to EAP, the College offers various other courses like the Teacher Education Direct Entry English Program. Upon completing EAP 5, most students transition into various courses at WSU.

WSU The College benefits from being part of a larger university, particularly in the provision of a well-organised student admissions process, comprehensive support and wellbeing services, and homestay services which contribute to students’ overall academic success.

In the focus group and survey, students expressed their satisfaction with the academic support classes and appreciated their teachers. Teachers, some of whom have been with the College for several years, also appreciate the supportive environment, which has contributed to their long-term commitment.

August 2024

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 Asia, the Middle East, Latin America and Europe. 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