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austcham news • Issue 199 | JUNE 2018 6 Gonski 2.0: Through Growth to Achievement 8 Our AustCham CGT Campaign Hits the Australian Press 14 AustCham Westpac AustraliaChina Business Awards 2018 Winners Announced 18 Studying in Australia – All You Need to Know
n o i it d E l ia c e p S n io t a c u d E Where Business, People and Ideas Connect
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ustralia is a global leader in education. Our facilities and the quality of our teachers are world-class which provides the foundation for world-leading performance. International students are attracted to Australia’s cultural diversity which welcomes an international perspective. For example, a record 800,000 international students enrolled in Australia in 2017 and the latest figures indicate an increase of 18% in monthly year-on-year figures in January and February in Chinese student enrolments. Education is also one of Australia’s leading exports and is an industry that the private and public sectors alike are committed to nurturing and supporting abroad. We are seeing an increased engagement from Australian schools and tertiary institutions with the international community. For example, we are seeing a push for closer engagement with Australian alumni living in Hong Kong and Greater China while institutions are also looking to Asia to increase the diversity of their student numbers. Education provides an opportunity for continual development. I have personally enjoyed sharing my experiences and teaching students in the Macquarie Graduate School of Management (MGSM) and HKUST MBA programs and have certainly been rewarded with new skills in the process. I believe it is important for all of us to share our knowledge and help future generations enjoy success. As a board director at the Australian International School Hong Kong, it has been a privilege to contribute to the accomplishments of the Australian education system in an international setting. We commit to providing the best learning environment for students to flourish, while enabling students in Hong Kong to obtain Australian and international perspectives. You can read the interview with the Head of School, Mark Hemphill to understand more about the school’s philosophy on P.17. But it’s not just about the next generation. Executive education providers like corporate members Australian Institute of Company Directors (AICD) are active in Hong Kong providing flagship international company director courses for aspiring directors (full disclosure: I facilitate at AICD courses). CPA Australia is another first class example with 18,000 members in Greater China. I want to thank all the schools featured in this edition for their support. The breadth and depth of outstanding schools in Hong Kong reflects the strength of our education community. This vibrant city certainly has the facilities to foster the development of our future leaders. This month, we also welcomed our newest AustCham Platinum Patron, Chow Tai Fook Enterprises Limited (CTFE). Indeed, CTFE has been actively engaged with the education sector for the past five decades and has dedicated resources to giving back to local communities, through operations such as the Victoria Educational Organisation, Delia Memorial Schools, and Delia School of Canada.
austcham news issue 199
Cover Story 6 Through Growth to Achievement: Gonski's Review to Achieve Educational Excellence in Australian Schools Making an Impact - CGT Campaign 8 Aussie Expats Go into Battle Over 9 Capital Gains Tax Crackdown Australia-Hong Kong Free Trade Agreement: Overview of Fifth Negotiating Round
Australia Focus 12 An Exploding Creative Economy Shows I nnovation Policy Shouldn’t Focus Only on STEM AustCham Westpac Australia-China Business Awards 2018 14
Feature Interview 17 In Conversation with the New Head of Australian International School Hong Kong Education Feature 18 Corporate News 35
Spotlight on Hong Kong 36 What Next for Tourism to HK? A Conversation with Hong Kong Tourism Board
Industry Insights 38 E-commerce and Digital Strategies Key to Gaining Profitability Edge in China New Members 40 Corporate Profile 41 Rugby Sevens Cocktail 42
Education is without a doubt an investment for the future – for ourselves, our children and the generations ahead. I hope you enjoy this month’s austcham news. Qantas C sleep banner ad 195x55mm hires.pdf 1 4/8/2017 15:10:04
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austcham news Online version
he 25th AustCham Westpac Australia China Business Awards, held in Shanghai last month, is evidence that business and investment between the two nations is flourishing.
It was also tremendously encouraging to see the Federal Minister for Trade, Tourism and Investment Steven Ciobo deliver the keynote address, highlighting the importance with which the Australian Government regards its relationship with our number one trading partner. If ever there was evidence of the strength of that relationship, it was in the packed ballroom of more than 500 Australian and Chinese businesses. It is worth quoting some of the Minister’s speech here (you can read the full extract on our website: http:// www.austcham.com.hk/latestnews/114) Australia and China are important to each other. When we put our energies into realising the full potential our partnership can bring, there is no limit to what we can achieve together.. The success of the partnership between Australia and China is, of course, not just a story of two governments working together. I'm conscious that, in many ways, the heart of this relationship lies in the people-to-people links between our two nations; and business is a major part of that story. The 2018 winners ranged from a small businesses in south west Victoria, to investments in thousands of hectares in far flung Yunnan province where the best in Australian agri-technology is being applied to berry production, providing jobs and economic growth for the local communities. From Toowoomba Wellcamp Airport which has supported growth and trade between Australia and China through the provision of international air cargo services, and to Caulfield Grammar for their extraordinary work at the Nanjing campus. And it’s been a very busy few weeks for those of you following the international campaign we have been leading against proposed Capital Gains Tax amendments. These changes would impose an extraordinary tax burden on any of you who sell your Australian family home while working in Hong Kong – or worse, imposed on your loved ones if you die in Hong Kong and your family is forced to sell the family home to settle the estate. You can read media summaries (p.8) which followed my meeting with the Minister for Financial Services Kelly O’Dwyer, and at a budget breakfast addressed by the Treasurer Scott Morrison. I thank many of you including Steve Douglas of SMATS, who have been supporting these efforts – our voices are being heard. It appears we have had a temporary stay to allow Government to listen to our comments. There is still time to write to the Treasurer as we seek further meaningful dialogue on this important issue. Jacinta Reddan, Chief Executive, AustCham June 2018
EVENTS UPDATE AustCham UOW Mentor Programme opens for application! JUNE AT A GLANCE… Wed, 13 June, 6:30pm – 8:30pm InterCham Panel Discussion: Hong Kong’s Future & Sustainability Is Here – Is Your Organisation Ready? CanChamHK Boardroom, Unit 10BC, China Overseas Building, 139 Hennessy Road, Wan Chai, Hong Kong Fri, 15 June, 8:00am – 10:30am Design Thinking Workshop The Experience Centre, PwC, 19/F East Town Building, 41 Lockhart Road, Wanchai, Hong Kong Thu, 21 June, 12:00pm – 2:00pm AustCham & the Commonwealth Bank of Australia Co-Present: 2018 Australian of the Year – Prof. Michelle Simmons Innovation: the Race to the Future Niccolo Room, 25/F, The Murray, 22 Cotton Tree Drive, Central, Hong Kong Thu, 21 June, 6:00pm – 9:00pm Mix at Six Mr. Wolf, 5/F, 70 Queens Road, Central, Hong Kong Tue, 26 June, 12:30pm – 2:00pm Managing Reputation in 2018: New Threats, New Thinking, New Opportunities Meeting Room, KPMG, 8/F Prince Building, 10 Chater Road, Central, Hong Kong Wed, 27 June, 8:00am – 4:30pm Site Visit to Daya Bay Nuclear Power Station Special thanks to CLP Daya Bay Nuclear Power Station, Guangdong, Mainland China
AUGUST AT A GLANCE… Thu, 16 August, 12:30pm – 2:00pm How to build your own Effortless Property Empire AustCham Business Centre, 3/F, Lucky Building, 39 Wellington Street, Central, Hong Kong *Independent Event Delivered Through AustCham's Event Management Service
Wed, 22 August, 6:30pm – 9:00pm 68th InterCham Young Professionals Cocktail Rula Bula, 58-62 D'Aguilar St, Central, Hong Kong
A Letter from Canberra I come from a working class matriarchy. Three generations of women who left school before they were 15. Three generations of women who brought up their children on their own. Three generations of women who cleaned houses and hospitals and theatres and clothes. Three generations of disadvantage. For my family, it was education that broke that cycle of intergenerational poverty. Even though my father left my mother, my sisters and me when I was eleven, with just $30 in the bank, my Mum was determined her daughters would be educated. Thanks to a quality public education and free university, we were. I proudly represent the people of Canberra in Parliament. My middle sister is a scientist, winemaker and Australia’s first female Master of Wine. My little sister is an internationally renowned neurologist. Education is the silver bullet, which is why every Australian should have access to it - no matter what their postcode, no matter how much their parents earn, no matter their gender, race or religion. But education is not just transformative for individuals. It’s transformative for nations when there is investment, and investment in future-proofing. Nine out of ten new jobs created in the next four years will need either a university degree or a TAFE qualification. Australia’s economic and social prosperity and national security relies on future generations being educated and skilled to work in a world that is constantly changing, a world that requires agile thinkers, problem solvers, analysts and innovators. This is particularly the case in cybersecurity, where 19,000 cybersecurity specialists will be needed in the next decade. So in an industry with zero unemployment and a significant skills shortage the pressure is on the education sector to provide the work-ready talent we need, pronto. Fortunately, the secondary, vocational and tertiary sectors are rising to the challenge. Schools are rolling out programs and awareness campaigns to provide a pathway to a cyber security career. A national certificate and diploma level curriculum has been developed for the TAFE sector. And universities across Australia are introducing undergraduate and postgraduate multidisciplinary degrees to cater for the range of technical and “human” skills required by industry. For an individual, an investment in education unleashes potential, opportunity and choice. For a nation, that investment unleashes productivity, prosperity and equality. Gai Brodtmann MP, Federal Member for Canberra and Shadow Assistant Minister for Cyber Security and Defence
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Published By: The Australian Chamber of Commerce in Hong Kong and Macau Room 301-302, 3/F, Lucky Building 39 Wellington Street, Central, Hong Kong Tel: +852 2522 5054 Email: firstname.lastname@example.org Editorial Committee: Karen Wu Jacinta Reddan Advertising: Karen Wu Email: email@example.com
Where Business, People and Ideas Connect The Australian Chamber of Commerce in Hong Kong and Macau has more than 1,500 members from some 550 companies doing business here. It’s the largest Australian business grouping outside the country and the second largest of 28 International Chambers of Commerce in Hong Kong. The AustCham mission is: To promote & represent business & values while enabling members to connect, engage & grow bilateral relationships. Disclaimer: The views expressed in this publication are not necessarily those of the Australian Chamber of Commerce in Hong Kong and Macau, its members or officers. The Australian Chamber of Commerce in Hong Kong and Macau takes no responsibility for the contents of any article or advertisement, makes no representation as to its accuracy or completeness, and expressly disclaims and liability for any loss however arising from or in reliance upon the whole or any part of this publication.
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Through Growth to Achievement: Gonski's Review to Achieve Educational Excellence in Australian Schools - Department of Education and Training
n a world where education defines opportunity, schooling must support every one of Australia’s 3.8 million school students to realise their full learning potential and achieve educational excellence. Australian students should receive a world-class school education, tailored to individual learning needs, and relevant to a fast-changing world. They should be challenged and supported to progress and excel in learning in every year of school, appropriate to each student’s starting point and capabilities. Schooling should enrich students’ lives, leaving them inspired to pursue new ideas and set ambitious goals throughout life. Australia has a strong educational heritage and committed June 2018
educators. Since 2000, however, academic performance has declined when compared to other Organisation for Economic Co-operation and Development (OECD) countries, suggesting that Australian students and schools are not improving at the same rate and are falling short of achieving the full learning potential of which they are capable. As a nation, we need to act now to raise our aspirations and make a renewed effort to improve school education outcomes. Recognising excellence in education as a national priority, the Australian Government established the Review to Achieve Educational Excellence in Australian Schools (the Review) in July 2017. Mr David Gonski AC chaired the Review, supported
by an independent panel of experts drawn from different states, school systems and sectors.
Australia anticipated this shift 10 years ago in the Melbourne Declaration, which called on schools to help young Australians ‘become confident and creative individuals, and active and informed citizens’ as well as ‘successful learners’.4 The Australian Curriculum, Foundation to Year 10 (F-10), which combines both general capabilities, such as critical and creative thinking, and learning areas, such as science and history, is designed to achieve the Melbourne Declaration vision. However, the presentation, implementation and focus of the curriculum and senior secondary schooling models could be improved to ensure they prepare students for life beyond school.
The Review Panel was asked to recommend ways that Australia could improve student outcomes, return to being one of the top education systems in the world, and ensure that school systems and schools truly prepare Australia’s young people for an ever-changing world. The Review has focused on identifying impactful and practical reforms that build on existing improvement efforts. Its recommendations and findings reflect extensive and valuable contributions to the Review from stakeholders and experts, through consultations and nearly 300 submissions. These stakeholders included teachers, principals, professional associations, teacher unions, parents and carers, school systems, state and territory governments, researchers, universities, community organisations and business and industry. Critically, the key reforms recommended in the Report featured strongly in the proposals put forward by these groups. Nationally, there is a very strong mandate and desire for change.
Finally, Australia needs to review and change its model for school education. Like many countries, Australia still has an industrial model of school education that reflects a 20th century aspiration to deliver mass education to all children. This model is focused on trying to ensure that millions of students attain specified learning outcomes for their grade and age before moving them in lock-step to the next year of schooling. It is not designed to differentiate learning or stretch all students to ensure they achieve maximum learning growth every year, nor does it incentivise schools to innovate and continuously improve.
Australian education faces challenges to achieving educational excellence
Although this problem is widely recognised by teachers and educators, schools’ attempts to address the issue are hampered by curriculum delivery, assessment, work practices and the structural environments in which they operate.
There are a number of challenges that require a sustained national response if Australian students and schools are to reach the goal of achieving educational excellence. Declining academic performance is jeopardising the attainment of Australia’s aspiration for excellence and equity in school education. Since 2000, Australian student outcomes have declined in key areas such as reading, science and mathematics.1 This has occurred in every socio-economic quartile and in all school sectors (government, Catholic and Independent). The extent of the decline is widespread and equivalent to a generation of Australian school children falling short of their full learning potential. There is also a wide range of educational outcomes in the same classroom or school, with the most advanced students in a year typically five to six years ahead of the least advanced students.2 Such disparity in learning outcomes means that, within our current model of school education, some students are being left behind while others are not being adequately challenged. School education must also prepare students for a complex and rapidly changing world. As routine manual and administrative activities are increasingly automated,3 more jobs will require a higher level of skill, and more school leavers will need skills that are not easily replicated by machines, such as problem-solving, interactive and social skills, and critical and creative thinking.
The constraints include inflexibility in curriculum delivery, reporting and assessment regimes, and tools focussed on periodic judgements of performance, rather than continuous diagnosis of a student’s learning needs and progress. This is compounded by a lack of research-based evidence on what works best in education, the absence of classroom applications readily available for use by teachers, multiple calls on the time of teachers and school leaders, and a lack of support for school principals to develop their professional autonomy and prioritise instructional leadership. Source Executive summary from ‘Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools’. Review panel chaired by David Gonski. Thomson, S., De Bortoli, L. & Underwood, C. (2017) PISA 2015: Reporting Australia’s results, ACER: Melbourne. 2 Masters, G. ‘Towards a growth mindset in assessment’ in ACER Research developments, viewed 21 February 2018, https://research.acer.edu.au/cgi/ viewcontent.cgi?article=1017&context=ar_misc. 3 Autor, D.H. & Price, B.M. (2013) The changing task composition of the US labor market: An update of Autor, Levy, and Murnane (2003), MIT Press: Cambridge, p.2. 4 Ministerial Council on Education, Employment, Training and Youth Affairs (2008) Melbourne Declaration on Educational Goals for Young Australians, MCEETCYA: Melbourne, p.7. 1
Making an Impact - CGT Campaign
AustCham Hong Kong’s international campaign against a proposed Capital Gains Tax change drew the attention of Australian press with articles appearing in leading newspapers including those below. To keep up to date, follow AustCham and our CEO Jacinta Reddan on Twitter and LinkedIn. Write to the Treasurer before you face a CGT tax bill when you sell your Australian home while living in Hong Kong.
"The Government's War on Expats" By Jenna Price, Fairfax Media
The school choir, clad in green and gold, sang Advance Australia Fair to celebrate Turnbull's visit. No prime minister had visited Hong Kong in years. But it might not have been such a jolly occasion if the community of Australian expatriates had known they were about to be ripped off mightily. Remember one of the Turnbull government's enthusiasms of 2017 was to make housing great again? And by great, I mean affordable. The approach was this – rush through legislation that would impose a capital gains tax on any foreign resident selling residential property in Australia. Sounds great, doesn't it? Surely that would slow foreign investors snaffling up Aussie homes and shore up the residential market for local first home buyers? Maybe, but there was one other group caught up in this grand scheme – those Australian expatriates in Hong Kong June 2018
Photo: FAIRFAX MEDIA POOL
alcolm Turnbull stood in the middle of the sports ground at the Australian International School in Hong Kong last November. Here were his people. Bold. Innovative. Reaching out. Engaged globally. He looked like he was being genuine when he thanked them for serving the Australian community abroad.
Prime Minister Malcolm Turnbull visited the Australian International School in Hong Kong last year.
and around the world, who bought their homes in Australia and moved overseas for boldness, innovation and reaching out. Exactly what this government encourages. Read more: www.smh.com.au/opinion/the-governmentswar-on-expats-20180524-h10h95.html Source: The above is an abstract taken from the article published on Sydnly Morning Herald on 24 May 2018.
Aussie Expats Go into n w o d ck ra C x Ta s in a G l a it p a C Battle Over 20 April 2018. The article was published in the
Australian Financial Review on
Prime Minister Malcolm ustralian expatriates are lobbying changes that will force Turnbull to overturn proposed tax ds of dollars in capital them to pay hundreds of thousan e while working overseas. gains tax if they sell their family hom iness and education A powerful lobby of Australian bus the move was already interests in Asia this week warned would damage Australia's making it harder to recruit staff and with Asia at a time when it people-to-people engagement ship with the region. was trying to build a closer relation ip perk as par t of wider The demise of the home ownersh rdability announced in last measures to improve housing affo would not be entitled to a year's budget means foreigners r main residence if they capital gains tax exemption on thei rseas. The changes, currently sold the proper ty while living ove than 100,000 Australians before the Senate, impact more living and working offshore. ds to look at ways to kerb "I understand the government nee tralians living offshore Aus foreign investment but to hur t e defies logic," Jacinta hor and penalising them for living offs tralian Chamber of Aus the Reddan, the chief executive of Weekend. AFR Commerce in Hong Kong, told theÂ alised world and the Asia "We are living in an increasing glob to the Australian economy. diaspora is an enormous benefit g and working offshore, It is penalising Australians for livin or New York." whether it is Hong Kong, London one of the largest The chamber, which represents inesses overseas, is working bus an concentrations of Australi ans in other par ts of the with groups representing Australi Morrison to exempt world to pressure Treasurer Scott ustralians living overseas have expatriates from the changes.Â A ary residence in Australia until June 30, 2019, to sell their prim they owned the proper ty without being stung with CGT if * before last year's federal budget.
ies in Hong Kong had Ms Reddan said Australian compan r ability to transfer staff thei ut already expressed concern abo ndments. to Asia under the proposed ame ool Hong Kong principal Mark The Australian International Sch the school would have Hemphill said the changes meant hers and feared it would lose trouble attracting Australian teac close, if Australians stopped enrolments, and even potentially moving to the region to work. cted by your decision and "Many of our families may be affe and the viability of our therefore we may lose enrolments sed," Mr Hemphill said in a school's existence will be jeopardi letter to Mr Turnbull. Watering Down
an of Singapore-based Steve Douglas, executive chairm advice to expatriates and SMATS Group, which provides tax e fears the move would foreign investors, said there wer such as watering down lead to more extreme measures ans. He said the legislation the tax-free status for all Australi g overseas who inherited a would also impact Australians livin away. proper ty if their parents passed lived in your home for 20 "It is so unjust, that even if you had overseas for one month and years, if you happen to be living of the gains from the full 20 sell the proper ty while abroad, all mally it would be tax free as years become taxable, where nor glas said. your principal residence," Mr Dou mber argued the move In a letter to Mr Turnbull, the cha Foreign Policy White Paper flies in the face of the Coalition's of a "globalised world of which talk s about the importance y Australians to stay at home individuals" as it would force man instead of working in the region. the issue, CPA Australia In its submission to the Senate on overseas believed it was said its 163,000 members living alise Australians" for moving "unreasonable to effectively pen reasons. overseas to work or for personal Regain Status s are a "scalpel" compared The Coalition argues its measure te made $500,000 on the sale Under the changes, if an expatria oving negative gearing and to Labor's "sledgehammer " of rem s before returning to Australia, of a property owned over decade ount for all Australians. reducing the capital gains tax disc 00 in tax. they could pay more than $200,0 n today! in their property can regain Have your say and join the campaig While people who return home to live not did tes atria exp said dan CGT-free status after a period, Ms Red #CGTkneecapsOzdiaspora sell if there was a divorce or always have a choice about when to sed away. illness involved or their parents pas ted-20180223-h0wja9 tax/expat-property-fire-sale-expec * http://www.afr.com/news/policy/
Making an Impact
Australia-Hong Kong Free Trade Agreement: Overview of Fifth Negotiating Round - Ken Gordon, Deputy Consul-General, Australian Consulate-General, Hong Kong
he fifth round of negotiations on the Australia-Hong Kong Free Trade Agreement was held in Hong Kong from 8-10 May. The Australian delegation was led by the Department of Foreign Affairs and Trade. The Hong Kong delegation was led by the Hong Kong Trade and Industry Department and included representatives from the Hong Kong Department of Justice. Chapters under discussion at the fifth round included services, investment, competition, and legal and institutional chapters of the agreement. Negotiators have now substantially finalised the text of 13 chapters of the agreement, and the remaining chapters moved much closer to finalisation at the fifth round. All goods-related chapters are now substantially finalised.
Legal and Institutional
Legal counsel continued their work on the legal and institutional provisions of the agreement. Negotiators were able to made good progress on the texts of dispute settlement, exceptions, and initial provisions.
Services negotiators finalised most of the outstanding issues across all the services chapters, particularly in the chapter on crossborder trade in services. There are only a few outstanding issues, for which both sides will undertake further domestic consultations with a view to agreeing final texts during the next round of meetings.
The investment working group made strong progress at the fifth round on the investment commitments of the agreement. Discussions at the fifth round built on the productive meeting held between the fourth and fifth round, on 19-20 April in Hong Kong, which was dedicated to investment issues. Hong Kong and Australia have agreed investment rules will be contained in a separate bilateral investment treaty, which will modernise the existing investment rules in place between Australia and Hong Kong under the 1993 Agreement for the Promotion and Protection of Investments.
Other Elements of the Agreement
Chapters on trade in goods, rules of origin, customs procedures and trade facilitation, technical barriers to trade, sanitary and phytosanitary measures, intellectual property, movement of natural persons, telecommunications, electronic commerce, financial services, institutional provisions, transparency and final provisions are now substantially finalised.
The sixth round is expected to be held in Australia, in July, and will be focused on market access discussions. Negotiators will continue their discussions virtually between the fifth and sixth rounds, in addition to undertaking a broad range of consultations to prepare for the next round.
An Exploding Creative Economy Shows Innovation Policy Shouldn’t Focus Only on STEM - Stuart Cunningham, Distinguished Professor (Media and Communication) at Queensland University of Technology
ustralians in creative industries have grown from 3.7% of the workforce in 1986 to 5.5% in the latest census.
Creative services, a subset of the creative economy that includes software and digital content (including web design and games) and social media management and marketing, are growing as much as three times the rate of the overall workforce. These findings make it imperative that Australian governments develop policies that don’t fixate on what NSW Education Minister Rob Stokes calls the STEM “buzzword”. The government should focus on education and training that combines the acquisition of both technical and nontechnical skills. This will support the sustainability of creative industries. Altogether 600,000 people work in Australia’s creative economy, which combines cultural production (film and June 2018
broadcasting, music and performing arts, publishing and visual arts) with creative services (advertising and marketing, architecture and design, creative software and digital content). It also includes “support professionals” who work in these creative industries such as technicians, accountants, lawyers or salespeople, as well as “embedded” creatives who work outside the creative industries, across the rest of the economy. Creative employment as share of Australian workforce
The creative economy is a job-intensive sector. It immerses human talent in meaningful, creative, well-remunerated activity at a scale few other sectors can offer. The creative economy as a whole is growing at a rate nearly twice that of the Australian workforce as a whole and it is highly likely to continue to grow into the future. Compare that to sectors that are shedding jobs through automation, such as mining, or whose contribution to employment in Australia has been trending down for decades, such as agriculture.
visual arts, earn well below the Australian mean income â€“ and their relative situation is stagnant or deteriorating. On the other hand, creative services workers command wages 30% higher than the Australian average, with software and digital content professionals earning the highest incomes of the whole sector. Difference between creative economy incomes and total workforce
In 2013, one study estimated that 47% of jobs in the United States were at risk of being automated. But every serious study since then has dialled back on that dramatic prediction, with the latest study offering a much more granular account of what we can expect in skills for jobs of the future. It found that creative skills are some of the most likely to grow in employability. The report says that â€œartistsâ€?, for example, possess skill sets that entail high-level, subtle decision making that are less susceptible to machine substitution. Estimated number of people employed by creative industry
What this means for policy Australia needs an innovation policy and it needs to be broader than STEM (science, technology, engineering and maths) fields. Creative jobs are transforming the Australian economy. Instead, research tells us that the most innovative Australian enterprises all thoroughly mix STEM with business, creative, and communication skills, and that digital literacy skills are far wider than what is encompassed in a STEM definition of technology. The government should focus on education and training that combines both technical and non-technical skills and support the sustainability of creative industries. That way, we can begin to set the country on an innovation path that is holistic and takes better account of where some of the strongest growth in job creation is occurring.
But the creative economy is experiencing some disruption. While digital creative services grow rapidly, publishing (this is mostly newspapers and magazines) has continued its downward spiral. And workers in music, performing arts and
Source: The article was adapted from The Conversation. https://theconversation.com/an-exploding-creative-economyshows-innovation-policy-shouldnt-focus-only-on-stem-93732
25 years of Business Excellence - the AustCham Westpac
inners of the prestigious 25th AustCham Westpac Australia-China Business Awards were announced at a stellar gala dinner in Shanghai on 17 May.
More than 500 guests and sponsors heard from Minister for Trade, Tourism and Investment Steven Ciobo, Australian Ambassador to China, Ms Jan Adams and Managing Partner of Wagas Shanghai Ltd, Ms Jackie Yun. The awards recognised Australian and Chinese businesses from Greater China across a broad spectrum, from small entrepreneurs through to large publicly listed companies. 14
Read Minister Ciobo Congratulations to all the winners and finalists! The 2019 Awards will return to Hong Kong. Stay tuned for speech here. more information.
Minister for Trade, Tourism and Investment Steven Ciobo.
Business Excellence Award for Agriculture, Food & Beverage Sponsored by the State Government of Victoria Costa Group Holdings Ltd Costa is Australia’s leading horticultural company and has developed large-scale berry fruit production in China. Their investment in Yunnan Province is one of the largest made by a foreign-owned company in Chinese agriculture in recent years with large-scale farms using advanced production techniques. The Judges were particularly impressed by Costa’s focus on sustainable production and strong relationships forged with the local minority Dai population.
Business Excellence Award for Agriculture, Food & Beverage Sponsored by the State Government of Victoria Total Livestock Genetics Established in 1989 as a small business running out of the back of a car in South-West Victoria, Total Livestock Genetics is today one of the largest livestock embryo and semen collection centres in Australia. Using their internationally accredited laboratories and export facilities, Total Livestock Genetics leverages their Research & Development speciality in livestock genetics and advanced reproduction technologies to provide integrated agricultural services to their clients in China.
Business Excellence Award for Business Innovation, Creative Industries and the Digital Economy Sponsored by The University of Sydney Business School ANZ Global Services and Operations (Chengdu) Company Limited ANZ Chengdu is the largest Australian Company employer in Western China and the only foreign bank to have established a service centre within China. The centre has grown in strength and diversity since its establishment, demonstrating a commitment to building presence and expertise in 2nd tier cities. The utilization of Chinese talent and technology in this fintech hub of Chengdu has driven an innovative digital transformation across the whole ANZ network, managing a range of complex functions across Operations, Reporting, analytics and Technology. relationships forged with the local minority Dai population. June 2018
Australia-China Business Awards 2018 The Business Excellence Award for Construction, Infrastructure and Natural Resources Sponsored by K&L Gates LLP Toowoomba Wellcamp Airport Toowoomba Wellcamp Airport is Australia’s newest airport, poised to support growth and trade between Australia and China through the provision on international air cargo services hub in the heart of Australia’s premium food producing regions. Brisbane West Wellcamp Airport welcomes a Cathay Pacific 747 Freighter service, operating between Toowoomba and Hong Kong. This privately owned infrastructure has quickly established itself as a facilitator of fresh agri-products between Australia and China.
The Business Excellence Award for Consumer Services Sponsored by Austrade Swisse Wellness Pty Ltd Swisse is the market leader in the Australian Vitamins, Herbal and Minerals Supplements market and the number 1 consumer brand in this market segment in China. After operating in Australia for almost 50 years, Swisse officially launched in China in March 2016 with phenomenal results. Swisse’s success in China has stemmed from developing a deep understanding of the Chinese market and consumer; and tailoring its product focus, marketing and sales channels to meet these needs.
Business Excellence Award for Cross-Border Investment Sponsored by Blackmores Fortescue Metals Group Since its formation in 2003, built to service the incredible demand of China’s steel industry, Fortescue Metals Group has developed and constructed some of the most significant iron ore mines in the world. Its first shipment to China was only ten years ago and FMG is now one of the top four iron ore producers in the world. FMG not only supplies 17% of China’s iron ore requirements, it is also deeply engaged with China through procurement, capital financing and community engagement.
Business Excellence Award for Professional and Business Services Sponsored by Westpac MinterEllison Winners of this Award for the second year in a row, MinterEllison have continued to deliver distinctive services over the past 12 months aimed specifically at furthering the Australia-China trade relationship. Their China/Australia practice operates under the one umbrella providing an integrated service that goes beyond being just lawyers. This includes trainings and briefings for State-owned Assets Supervision and Administration Commission, National Development and Reform Commission and other Chinese regulatory bodies, a China Strategy Review of the ASX 300 and partnering with the agri-industry’s ASA100.
Business Excellence Award for Small-To-Medium Enterprises Sponsored by Australia Post PC Locs/LocknCharge
From humble beginnings in the founder’s backyard shed, PC Locs/ LocknCharge provide solutions to secure, charge and store mobile and computers devices across the entire range of operating systems. With a Head Office in Perth, Western Australia, they have established manufacturing capability in Chongqing and Shenzhen. PC Locs/LocknCharge has grown to be a significant exporter to the world. PC Locs has recently signed a major global contract with one of the world’s largest IT companies, clearly demonstrating their capability and commitment to business excellence.”
Business Excellence Award for Sustainability, Diversity and Social Responsibility Sponsored by Meat & Livestock Australia Newton Hall - Caulfield Grammar School - Nanjing Campus Established in 1998, this year marks the 20th anniversary for Caulfield Grammar School’s Nanjing Campus, which was the first international campus for an Australian school in China. Their programme brings Year 9 and Year 11 students from Australia to China for a five week program. The China program is Caulfield Grammar’s outward expression of their commitment to international friendship and cooperation. It has an enduring effect, forming links between young people and China in a sustainable and impactful manner and equipping students with the skills required for global careers.
Judges Certificate of Commendation
Judges Certificate of Commendation
Judges Certificate of Commendation
Box Hill Institute
CSL Ltd (and subsidiary CSL Behring)
Port Adelaide Football Club
With 17 years operating in China, Box Hill Institute is recognized for their exceptional commitment to transnational education introducing Australian training excellence and standards to industry-specific vocational education across eight provinces. Responsive to China’s skills and training development needs, Box Hill Institute is an active participant in Central government planning and policy development to build China’s workforce capacity. Their collaborative and strategic approach in developing educational partnerships has enabled them to diversify their operating models and expand their footprint in China. June 2018
With more than 20 years in the China market, CSL Behring is recognized for their tremendous 25% share in the human albumin market in China and significant investment in acquiring a majority stake in Wuhan Zhong Yuan Rui De Biological Products Co. Ltd. (“Ruide”) for US $352 million in August 2017.
Following their landmark game in Shanghai in 2017 and their ongoing commitment to the concept, Port Adelaide Football Club is recognized for demonstrating how sport can be used as a business platform between Australia and China, through bringing Australian Rules football to China.
In Conversation with the New Head of Australian International School Hong Kong Mark Hemphill, Head of School, Australian International School Hong Kong
What is the philosophy that underpins your approach to education? My approach to education is centred around the philosophy that students and their wellbeing should be at the heart of every decision we make. If students feel respected, cared for and happy, they will achieve their academic potential. We need to take a holistic approach to education, ensuring that we cater for the needs of the whole student, rather than just their academic performance and outcomes. It can be tough growing up today, so we need to support our students as best we can. What brought you to take up this position? What was it about the AISHK that drew you to move here? I was drawn to this role by the outstanding reputation of AISHK and the opportunity to lead and be the head of a whole school. The size of AISHK is also very appealing in that we are small enough to care, but large enough for global excellence. Of course, the opportunity to live in Hong Kong, one of the most exciting cities in the world, was also a significant factor. As an educator for over 30 years, what is the most rewarding aspect of this job? The most rewarding aspect of this job is the privilege of working with and developing strong bonds with students, every day. It is particularly rewarding to share the journey of students’ transition and growth throughout their school lives from young children, to their graduation as young adults. Building relationships with staff is also a crucial aspect of my career – it is very rewarding to develop, mentor and coach staff to be the best educators they can be. What do you see as the difference between Australia and Hong Kong? What can an Australian philosophy contribute? In Australia, there is an emphasis on student wellbeing and a
holistic education. Academics are of course highly valued, however, student wellbeing is more important then academic success alone. Students in Hong Kong face a great deal of pressure and anxiety and we need to lessen this if we want our students to flourish. What do you see as the challenges for educators in the future? One of the main challenges, from my perspective, is that we still operate in an industrial model of education. Much of what we do is geared towards end of year exams or university entrance. This approach does not necessarily match up with our responsibility to equip students with the skills required to be confident and successful in life. How do we prepare students for life after school, while also ensuring their access to universities or careers of choice? Another challenge we face is related to technology; how schools can keep up with key advancements and strike the balance of ensuring there is limited disconnect between the reality of lives students live at home and at school. The challenge of striving to find the very best teachers who are highly qualified and passionate is also pivotal for a leading international school. What is your vision for the school in the coming 5 years? To be the school of choice for Australian and international families in Hong Kong. To be known for our focus, as a whole school community, on creating a learning environment in which students can achieve the best they are capable of, an environment in which they are happy and lead wellbalanced lives and become successful contributors to society. I would like to think that more families will choose to send their children to AISHK in secondary as they see the huge advantages of being able to stay in Hong Kong and keep their children with them for the whole of their schooling years.
Education EducationFeature Feature
Studying in Australia – All You Need to Know
ustralian education system is flexible and offers a wide range of study options to international students. Australia is one of the most popular study destinations for Hong Kong students. According to statistics from the Australian Department of Education and Training, there were almost 18,000 student enrolments from Hong Kong in 2017. a. Primary and Secondary Education The Australian school system is generally 12 years. The primary level comprises 6 or 7 years, depending on the State / Territory. Upon completion of Year 10, students can continue their senior school studies or vocational and education training at certificate level. Senior secondary years, leading to matriculation, are Years 11 and 12. International students can apply to an Australian senior secondary school (Year 11 and 12) and sit for the public examination as the benchmark for university entry. b. Vocational Education and Training (VET) Australian Technical and Further Education (TAFE) providers, Registered Training Organisations (RTOs) and a number of universities and schools provide vocational courses, from apprenticeship programs to certificate, diploma and even selected degrees. Students can enroll in the higher education faculties and receive credit towards a degree after they complete VET courses. c. Foundation Studies Foundation Studies is the pathway for international students to undergraduate study at universities in Australia. Students are not required to sit for public examination and will be assessed based on certain criteria from institutions. d. Higher Education There are 43 universities in Australia (40 Australian universities, two international universities, and one private specialty university) offering a wide range of undergraduate and postgraduate degree courses. Secondary 6 graduates from Hong Kong who hold the Hong Kong Diploma of Secondary Education (HKDSE) Examination results can enter university in Australia if their academic performance and English proficiency meet the university’s entry requirements. On average, most institutions require Level 3 to 4 in three to five subjects. Some require Level 4 and 5 in four or more subjects. Individual institutions also accept English Language at Level 4 for admission. June 2018
e. English Language (ELICOS) Many schools of English, both in the private and public sector, offer English Language Intensive Course for Overseas Students (ELICOS). They are able to prepare students to reach the required level of English to enter a formal course of study. Study Cost a. Tuition Fees Tuition fees in Australia vary depending on the individual course or institution. The range of tuition fees is shown below: Course
Tuition fee per year (A$)
$300 per week depending on course length
Primary and secondary school
$7,800 – $30,000
Certificates and Diplomas in VET $4,000 – $22,000 Undergraduate Bachelor Degree $15,000– $33,000* Postgraduate Master Degree
* Note: This does not include high value courses such as veterinary and medical. Please visit institution websites directly to see costs for these courses.
b. Living Costs With accommodation, meals and local transport, international students can live and learn in Australia from between A$1,500 to 2,000 a month. International students on student visas in Australia can work part-time (up to 40 hours per two weeks) during study terms, and full-time during vacation. c. Health Insurance for Overseas Students The Australian Government requires international students to have Overseas Student Health Cover (OSHC) while in Australia. Currently there are five Australian companies providing OSHC. Application Procedures Students may apply via internet, by mail or submit their applications to institutions at education fairs. Students can also apply through education agents appointed by institution. It is advised to lodge their admission applications 6-9 months before the course commences. Apart from meeting the academic requirements, candidates may have to satisfy the English proficiency requirements of the institutions concerned. Students also need to fulfil the English language requirements for student visa. Students should check entry requirements for both visa application and the course application. Source: Austrade Hong Kong. For more information, visit www.studyinaustralia.gov.au
DISCOVER BOARDING AT WESLEY COLLEGE At Wesley, we recognise that young people are intellectual, emotional, physical, social, cultural and spiritual human beings. That’s why our Learning in Residence program is carefully designed to enhance development across each of these dimensions. State-of-the-art boarding facilities are available for senior students (Years 10–12) at our Glen Waverley campus. Enrolments are now open for full-time and weekly boarding options. 2019 Learning in Residence Scholarships are available To apply, visit www.wesleycollege.net/scholarships For further information please visit: wesleycollege.net/boarding Email: firstname.lastname@example.org Telephone: + 61 3 8102 6508
Education EducationFeature Feature
Universities Should Take Stronger Leadership on Knowledge and How it Matters 20
- Peter Goodyear, Professor of Education at University of Sydney - Lina Markauskaite, Associate Professor of Learning Sciences at University of Sydney
f reports in the media can be trusted, then “knowing” isn’t what it used to be. It seems that we are all caught in a rip, being swept helplessly from a knowledge-based world into a post-truth society, where robots will take all the best jobs.
In academia, where knowing about knowledge still elicits some respect, philosophers refer to “epistemic virtues” such as careful and attentive reasoning, openness to evidence, and critical thinking.
The latest edition of the Innovating Pedagogy report, published annually by the UK’s Open University, names “epistemic education” as one of the “high impact” trends that will become widespread in education over the next two to five years.
In education, researchers and teachers are working on ways to foster students’ “epistemic cognition” and help them become more capably knowledgeable about knowing; to develop “epistemic fluency”.
Simultaneously, the Merriam-Webster dictionary’s trend watch list is topped by the word “epistemic”. Something is going on here, but is it just a flash in the pan? An educational fad feeding off a moral panic about fake news, alternative facts and information bubbles? Understanding today’s ‘epistemic’ world “Epistemic” comes from the Greek epis meaning “knowledge”. Epis has some specific connotations in the philosophy of knowledge, but “epistemic” has taken on a broad role in contemporary usage, covering everything to do with knowledge and how we know things. In the popular media, one finds it used in such terms as “epistemic closure”, “epistemic violence” and “epistemic crisis”. These terms are coupled with a deep disquiet about the diminishing role of knowledge in political argument and decision-making, particularly in the US.
Anthropologists identify “epistemic artefacts” – “tools for thinking”. These include scientific models, organisational plans and architectural sketches, which people use when solving problems and creating new knowledge.
Epistemic fluency is the capacity to recognise different kinds of knowledge and to work flexibly with different ways of knowing. For example, effective action on climate change, obesity, cybersecurity, or gun control needs specialist knowledge from research on these problems, combined with knowledge from areas like economics, politics and the law. Why do students need epistemic fluency? Our research suggests university teachers are very conscious of the need for epistemic fluency, but don’t always have the language to explain what it entails. We can point to at least four sets of challenges in economic, social and political life where more explicit attention to epistemic fluency is possible and urgent. Acting knowledgeably in the workplace Our own research focus has been on professional education – where students are being helped to prepare for work in areas such as pharmacy or nursing. In these courses, students are often given assessment tasks intended to help them connect academic knowledge with workplace practice. The difficulties students face in doing this are not really problems of “transfer” – not simply a failure to apply prior knowledge. It turns out acting knowledgeably in the workplace involves constructing new actionable knowledge. This is knowledge that fuses together a number of different forms of knowledge and ways of knowing in order to deal with a specific situation. For example, a pharmacist may combine knowledge of the medical properties of a drug, the prescribing habits of a local doctor and the various needs of elderly clients to customise advice for the person they’re serving.
Working in multidisciplinary teams The second area of our research explores how multidisciplinary teams of academics learn to work together. This is a significant challenge when academics move out of their disciplinary silos to work together in research centres that are oriented to complex societal problems, such as obesity and climate change. Differences in what counts as reliable knowledge to biologists, computer scientists and sociologists are quite important in such organisations. The ability to work together depends on mutual respect and a degree of understanding of how various disciplines create knowledge. Epistemic fluency is likely to remain valuable in these two important areas of university work – professional education and multidisciplinary research. Working with smart machines The third area in which this matters is future employment: specifically, what is sometimes succinctly called “heteromation”. Complex knowledge work is no longer done in individual human brains. Now, it’s distributed across humans and machines. This includes computer programs that can extract useful information from large databases, measuring equipment that can detect things inaccessible to human senses, and robots that can perform complex physical operations that are beyond the capacities of human beings. The knowledge and skills people need in order to participate productively in networks of other people and machines are different from the ones that will do for more autonomous work. The development of these network capabilities can be helped by a careful mix of explicit teaching and practical tasks. But those doing the teaching must master the new tools, as well as the concepts and words needed to explain to students new ways of working with knowledge. Navigating post-truth societies The fourth challenge is where we began: fake news and how to spot it. This is where schools are focusing their attention, extending courses on digital
literacy to include the skills needed to break out of one’s own “information bubble” by engaging with alternative views and fighting “alternative facts” by testing the reliability of knowledge sources. This educational initiative is unlikely to succeed on its own. Schools work best when their efforts align with broader movements. For some decades now, many school teachers have learned at university the fundamental truth that all knowledge is suspect. But this epistemological position offers shaky foundations for learning to participate in the joint creation of actionable knowledge necessary for working on complex societal challenges. It undermines the possibilities for informed action. What could be done about this? Concerns about fake news and the need to educate knowledgeable voters are important reasons for giving more serious attention to knowledge in universities and schools. There are also other deep and sustaining reasons for taking knowledge and knowing more seriously. Students need to master epistemic tools with which they can act more knowledgeably in their future workplaces and communities. Tools need material to work on. So students’ learning activities need to involve both mastery of tools and progress on substantial problems: working across disciplinary and professional boundaries and in cooperation with other people and intelligent machines. It will help if we all become better able to articulate the importance of understanding knowledge, and of knowing how to find the most useful combinations of knowledge for solving problems that we face in our lives. Through their commitments to, and dependence on, professional education and multidisciplinary research, universities have skin in the epistemic game. It’s in their interests to take much stronger leadership over knowledge and how it matters. . Source: The article was originally published on The Conversation. https://theconversation.com/universitiesshould-take-stronger-leadership-onknowledge-and-how-it-matters-89849
Australia EduTech Business Snores - Matthew Hall 22
mart Sparrow began as a research group at the University of New South Wales (UNSW) and is now a global leader in online education with a focus on adaptive and personalised learning technology. More than 500 institutions worldwide currently use the platform.
“I was in science and built a virtual laboratory where you could do the experiments on the computer. It was interactive and 3D and pretty and it was also ‘intelligent’ – as if it was a lab tutor helping you. It got me motivated to try and figure out how we can use technology to really improve learning.”
As a PhD student at the University of New South Wales (UNSW), and now with his own company, Dror Ben-Naim created a next generation courseware platform that gives educators the ability to create innovative digital learning experiences.
That project became the Adaptive eLearning Research Group at UNSW’s School of Computer Science and Engineering and, eventually in 2011, Smart Sparrow. The company's success is a story of innovative university research evolving into a multinational business. Today, more than 500 institutions worldwide use the Smart Sparrow platform to create adaptive courseware.
Smart Sparrow – his company – provides interactive and authentic simulations and uses rules-based logic, set by the instructor, to adapt learning to an individual student’s needs. “We built technology that makes online education great,” Ben-Naim says from his San Francisco office. “Our software makes it easier and more cost effective to create digital learning experiences. Instead of just posting content online, the digital learning experience becomes more personalised, more intelligent, more adaptive.” Australian university helped launch the company Ben-Naim’s motivation for improving online learning came from personal experience. As a student at UNSW a decade ago, he says the online component of the course was a video. He knew it could be improved – vastly. “I knew a thing or two about computers and I figured we could do something better than just putting reading material on the screen,” he explains. June 2018
“Smart Sparrow is not just technology coming from Australia – it is also a team of people from a good university succeeding,” Ben-Naim says. “UNSW gave us a grant to implement our ideas and impact real courses.” Adaptive learning and technology explained Ten years and US$16 million in investment later, Ben-Naim says the challenge is not convincing people Smart Sparrow’s technology is a good idea – it is getting educational organisations to change the way they teach and students learn. “We impact education and we want to make education better,” he says. “We think it is important.” How does adaptive learning work? According to Ben-Naim, the Smart Sparrow model is similar to having a private tutor.
“What makes a private tutor good?” he asks. “A private tutor can adapt to you. Also, when you go to a private tutor, you are not getting a lecture, you are not reading a book. You are typically doing problems and typically getting feedback while you do the problem. The learning experience is more interactive and more adaptive. It would be great if technology made it possible for every student in the world to benefit from this type of learning. Everyone can have their own private tutor.” The successful pitch to Bill Gates In a competitive market, Ben-Naim points to an interaction with Microsoft founder Bill Gates as evidence of a basic – and blunt – point of difference with competitors. Pitching Smart Sparrow to Gates, who was looking to invest in education technology through the Bill and Melinda Gates Foundation, the computer scientist was clear about the difference between his company and others in the same market. “There was a guy pitching to Gates before me and he was saying all the right words,” recalls Ben-Naim. “Then it was my time and I said, ‘Look, we’re just like the other guy but we are better.’” Something clicked. Smart Sparrow was invited by Gates to join their US$20 million Next-Generation Courseware Challenge – an initiative in which the Foundation identified and funded promising edtech start-ups. What caught Gates' attention was Smart Sparrow's idea to fund the Inspark Science Teaching Network. "Imagine if all the science educators in the world got together, created amazing digital
learning experiences for their students, and then shared them with each other... that’s the Inspark goal," says Ben-Naim. What Ben-Naim ultimately conveyed was that online courses have to be more than text and multiple choice quizzes. “If kids only get good at answering multiple choice questions that means they never really have to solve the problem,” he says. “With our technology, you can create an immersive, interactive, and adaptive learning experience to really engage critical thinking.” Ben-Naim came to Australia from Israel in 2002 as a student – he says he is an immigrant success story as much as a business story – and stayed in the country to create his now-global company. “It is important for us to keep the company in Australia,” he says. (Smart Sparrow maintains their home office in Sydney.) “When I left Israel there was a big startup scene but today in Australia the startup scene is booming and I am happy to be part of that. I’m glad Australia caught up with Silicon Valley and Israel, which were leaders in innovation and startups.” Ben-Naim predicts the future will see every student on the planet use personalised digital learning. It’s a direction he agrees will change the way we learn and impact how knowledge is delivered. “That doesn’t mean teachers will be redundant,” he says. “That couldn’t be further from the truth. But the role of teachers is going to change – just like the role of doctors. Personalised education will go mainstream.” Find out more about Smart Sparrow on www.smartsparrow.com Source: First published www.australiaunlimited.com [Matthew Hall] Licensed from the Commonwealth of Australia under a Creative Commons Attribution 4.0 Australia Licence. The Commonwealth of Australia does not necessarily endorse the content of this publication.
Learning that Matters - Tony Sheumack, Headmaster of Beaconhills College, Victoria, Australia
ave you ever paused to consider what sort of learning matters most for our young people?
How do we best prepare our young people for a world driven by technological change? For jobs and careers that may not even currently exist? The days of content-driven curriculum in schools are gone. It is critical that students are equipped with broad thinking and collaborative skills needed for their future. Six years ago, our school in Australia – Beaconhills College – embarked on an innovative project in collaboration with the USA’s Harvard Graduate School of Education and a number of independent school principals in our state of Victoria through Independent Schools Victoria (ISV).
need to develop as learners, such as the ability to learn collaboratively as part of a team and to be responsible and adaptive. Our students know the importance of citizenship and service, they have a myriad of opportunities to experience and appreciate other cultures through our programs overseas, to give back to the community locally and internationally. Our programs not only aim to support our community but also improve our environment. When she visited Beaconhills last year, Harvard academic Dr Flossie Chua noted how the Learning that Matters applied to the school’s emphasis on learning about Aboriginal culture and history. “For instance, instead of simply learning about historical events and people, the students participated in the Indigenous culture,” she said.
From this initial ‘Leading Learning that Matters’ project – and following extensive consultation with our school community - the philosophy of ‘Learning that Matters’ was born. It now permeates throughout all facets of our College.
“During camping trips, Year 9 and 10 students learned and practised the Aboriginal tradition of deep reflection, shared learning, and storytelling. These senior students return to the College and their families with greater resilience and capacity for quiet reflection.”
We developed six pillars of learning which define a Beaconhills holistic education; ‘learning’, ‘environment’, ‘values and character’, wellbeing’, ‘citizenship and service’ and ‘our world and other cultures’.
Indeed, I believe the Learning That Matters approach has similarities to Aboriginal Australian ways of learning which place students at the centre of learning.
To complement our more traditional academic success, we have strongly focused on the attributes our students
The highly diverse interests and career paths of our recent graduates will continue to show the impact of this philosophy now - and into the future.
Australian Schools – A Quality Choice - Tracey O’Halloran, Managing Director at AEAS
chools in Australia offer an excellent choice for all parents in Hong Kong. Selecting the best school for your child is challenging and is one of the most important investment decisions you will make. Your child’s future is in your hands. What is the starting point on this decisionmaking journey? Choose Australia! Ten reasons to choose Australia 1. Australia has a highly regarded education system with many choices 2. There are multiple pathways to universities in Australia and overseas. Students that attend school in Australia are well positioned for entry to some of the finest universities in Australia and around the world. 3. There are excellent English language programs for students needing to strengthen English skills before commencing in an Australian classroom. 4. Australian schools offer quality teaching, student support and excellent academic outcomes. 5. Living and learning in a multicultural society, students develop a global perspective. 6. Australia offers a safe and secure environment. 7. Australian schools are affordable with a range of tuition fees available. 8. Australian schools lead to a wide spectrum of future career paths. 9. Australian schools – particularly prestigious non government schools – offer amazing facilities. 10. Australia offers a great environment, clean air and has the most liveable cities in the world.
Australian schools develop the whole student and provide a holistic education with an emphasis on wellbeing. There is a strong understanding that student wellbeing underpins academic success. Australian schools offer STEM, performing and visual arts, elite sports programs and community service opportunities. Australian schools are built around open communication between parents and the school. Quality schools make it a priority to keep parents overseas informed, so they remain an integral part of their child’s education. The Australian school year runs from January to December. In the secondary years students have a choice of pathways that lead to university including IB Diploma, senior certificate (QCE, HSC, VCE, SACE, TCE, WACE) or vocational education. Students have an extensive range of subject choices which lead to many career pathways.
IB Diploma Primary
Senior Certificate Vocational Education • Certificate II & IV • Diploma • Advanced Diploma
Curriculum Number of Students who go to University
Subject Selection International Student Support
Year 12 Results
Number of International students
How do you decide which school? Make a list of what is important for your child’s education. What am I looking for? What do I value? Which state/city? Metropolitan or regional area? Non government school or government school? Co-education or single gender? Boarding or day school? When should my child commence? Primary or Secondary? What can I afford? What is available? What is my child interested in and what are their skills?
Visit the Australian Schools Application System1 which provides current information, including place availability for year level of entry. Talk to friends, family, business colleagues, students and alumni for personal experiences and attend Education Exhibitions to talk with representatives from a variety of Australian schools. The Australian Day and Boarding Schools Exhibition is being held at the Cordis Hotel in Mongkok on Sunday 24 June with a selection of Australia’s top schools2. Students who study abroad are more confident, more focused and more independent. They also have a global outlook and are comfortable living in an international setting. Future employers will look for global citizens, and skills developed studying in Australia will be invaluable in the future job market. 1 2
aeasschools.aeas.com.au Go to exhibitions.aeas.com.au/hongkong/ to register your interest
The first step to an Australian school education For over 30 years AEAS has been testing English language proficiency, maths and general ability skills for school aged students wanting to study in an English medium school. AEAS tests are conducted face to face and include a one on one speaking test. A three page report is issued on completion. These reports are highly regarded and will help you enter top schools in Australia and English medium schools throughout the world.
Support your school application with an AEAS Test Report
Test sessions are held in Hong Kong weekly – see our website for more information or to register for testing.
Australian Day & Boarding Schools Exhibition in Hong Kong
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Senior staff from top Australian schools will be present to answer all your questions.
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Visit exhibitions.aeas.com.au/hongkong to register your attendance, and join us on Sunday 24 June 2018 at Cordis Hotel Mongkok. This is an opportunity not to be missed!
INTERNATIONAL STUDENT ASSESSMENTS
HEAD OFFICE Level 1, 383 Clarendon Street, South Melbourne, Victoria, Australia 3205 T +61 3 9645 0077 | E email@example.com | W www.aeas.com.au
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Education Feature At 15, Jhdara followed his dream when he started Year 10 as a boarder at Scotch College, Melbourne on an AIEF Scholarship. “The amount of support I was given and what was expected from me at Scotch really turned my life around.” “I went from completing Year 9, not knowing how to construct an essay to finishing Year 12, writing three essays in three hours in my exams. I think that shows how I developed and what a school like Scotch can offer Indigenous students to help them achieve their potential, whatever it is.”
AIEF Scholarship Students consistently achieve a retention and Year 12 completion rate above 90%, far exceeding the national average of 62.4% for Indigenous students and making AIEF the most successful Indigenous education program in Australia.
Scholarship Students Shaping the Future - Australian Indigenous Education Foundation
n 2008, the Australian Government committed to seven targets to reduce or eliminate the persistent inequalities between Aboriginal and Torres Strait Islander and other Australians in health, education, employment and life expectancy. 10 years on, most of these targets are not ‘on track’. The Year 12 attainment target is one of only two targets on track in 2018, but the gap remains wide, at 23.6%. This is particularly significant because in Australia, completing secondary school to Year 12 has been shown to be one of the best predictors of improved employment and related life outcomes across the social spectrum. The Australian Indigenous Education Foundation (AIEF) has made a significant contribution to rising rates of Year 12 attainment since its founding in 2008 by providing scholarships for Indigenous students at leading Australian schools and universities, and supporting scholarship graduates to pursue careers through further study, training and employment. 19 year old Jhdara Jones from Launceston in the southern Australian state of Tasmania is one of them. June 2018
Jhdara says the additional support he received from AIEF helped him take his next big step from boarding school to the University of Melbourne, where he’s studying a Bachelor of Arts with a focus on Indigenous studies. “The great thing about AIEF is no matter what you want to do, they have support mechanisms for you. Our Advisor helped us understand what we needed to achieve while we were at school to do what we wanted to do after school, whether that was university or a job or a professional sporting career, and I think that’s really important.” The need for more and larger Indigenous education programs at boarding schools across Australia is evidenced by the rising demand for AIEF Scholarships in Indigenous families and communities. AIEF cannot keep up with this demand, which means we’re forced to say ‘no’ to young Indigenous Australians striving for a quality education. As Jhdara says, “Families, communities and Australia as a whole have so much to gain from having young, keen and confident Aboriginal men and women being actively involved in shaping the future of the nation.” AIEF is very grateful to the Australian Chamber of Commerce Hong Kong and Macau for their support of AIEF, selecting us as their CSR Partner in their 30th anniversary year. If you would like to learn more making a donation to AIEF that will help fund opportunities for students like Jhdara, you can visit: https://donations.aief.com.au/ for details.
Meg notes, “One of the most striking results is that children’s anxiety reduces as they learn tools to self soothe and self-regulate. Children learn about themselves, about the brain’s functions and its relationship with our thoughts, feelings and actions. With a mindfulness-based practice, children gain some mastery over their bodies and those big emotions, feelings and sensations that we all experience.”
Mindfulness: More than a Movement - Australian International School Hong Kong
f the term mindfulness sounds familiar, this is likely due to a recent increase in its related literature, media coverage and popularity. However, contrary to some descriptions as a “movement” or “trend”, mindfulness is in fact a concept and practice which has existed for thousands of years. So, what is mindfulness and why do we need it? Mindfulness may be best described as choosing and learning to control the focus of one’s attention along with noticing our feelings and emotions without necessarily acting or being reactive in response to them. Its myriad proven benefits to our daily lives include decreased levels of blood pressure, anxiety and depression, better sleep and digestion, improved overall brain function, self-awareness and self-esteem … the list goes on.
base. However, in order to gain a true understanding of the contribution of social and emotional skills to learning and wellbeing, and to confidently and skilfully engage in developing students’ social and emotional competencies, educators and schools require a sound framework and support. Currently, for example, schools across Australia are implementing mindfulness through their curriculums as the importance of wellness is embraced, with increasing momentum and urge to include mindfulness meditation as a part of the Australian National Curriculum.
“I believe strongly in developing children’s inner strengths and capabilities accessing all aspects of their potential” emphasises Meg Jones, full-time School Psychologist at the Australian International School Hong Kong (AISHK), where student and staff wellbeing is of great focus. Meg has incorporated aspects of mindfulness into the school With mounting social, technological and lives of primary and secondary students, as well as staff. Tailored to each age academic pressures for young people group, on a weekly basis, a variety today, mindfulness takes on an even of modalities are adopted in primary greater importance for education. The including self-regulation activities to role that schools play in promoting identify areas of need and develop young people’s positive psychological personal strengths, while providing a functioning is increasingly recognised and supported by an expanding evidence toolkit of resources for children to use.
While these skills may seem easy, mindfulness involves processes which are very different to how our minds normally behave and, therefore, needs regular practice for real changes to eventuate. Of course, mindfulness is not just for children. Let’s face it – the dynamic nature of life in Hong Kong means we could all likely do with engaging in mindfulness in some way. The good news is that the options to practice this concept are as varied as the day is long! Here are some simple tips to incorporate mindfulness into our day: Breathe: Focus on your breathing for 10 to 15 minutes by closing your eyes and sensing areas of stress in your body. Imagine sending your breath to these areas and a knot loosening as you exhale. Scan: Find a comfortable seat or lie down for 10 to 15 minutes. Closing your eyes and breathing more deeply and slowly, focus your awareness on stressed areas as if scanning your body with light, moving attention slowly upward from your feet, concluding at your head. Keep track: Consider downloading an app such as Smiling Mind, an Australian, non-profit web and app-based meditation program developed by psychologists and educators to help bring mindfulness into our daily lives. Mix it Up: Try various approaches to determine which suit you best, and remember, even with a busy schedule, aim to practice three to four times a week. So, go ahead – take a page out of our students’ books and put your attention to mindfulness today!
References Freeman E., Strong D. (2017) Building Teacher Capacity to Promote Social and Emotional Learning in Australia. In: Frydenberg E., Martin A., Collie R. (eds) Social and Emotional Learning in Australia and the Asia-Pacific. Springer, Singapore Australian Curriculum and Assessment Reporting Authority (ACARA). (2016). The Australian Curriculum Version 8.1. Retrieved from http://www.australiancurriculum.edu.au Now and Zen: How mindfulness can change your brain and improve your health, Longwood Seminars, March 8, 2016, Harvard Health Publications
Education EducationFeature Feature
My School Life in Australia and Hong Kong - Rachel Phillips
lthough there are many differences between international schools in Hong Kong and schools in Australia, they also share many similarities. Both schooling systems offer high standards of education and opportunities to participate in sport, and other extracurricular activities. Whilst Australian schools tend to be dominated by Australians, the number of international students is growing. For example, in 2017 the number of international students originating from China was 31%1. From my experience at international schools in Hong Kong and Tokyo, the number of Australian families would typically be around a dozen amongst a school of around 1000 students. However, the culturally diverse background of students fostered a wealth of cultural education, inclusion and understanding. This was seen through ‘dress as your country’ days or international school festivals. Socially, making friends from different backgrounds to me allowed me to experience diverse cultures through attending friends’ birthdays, cultural celebrations like Bat Mitzvahs and national holiday celebrations like Thanksgiving. Had I not attended international school, I would not have had the first-hand opportunity to learn and appreciate new cultures and traditions. I spent thirteen years in the international school system before moving to a boarding school at an all-girls school in Australia for four years. Transitioning to boarding school was difficult of course. The mystery food, compulsory sports, weekly chapel and forced community bonding. Coupled with this, I was the only person in my year from a mixed cultural background which posed challenges with “fitting in”. When I first arrived in Australia, I was not prepared for the social trends to be vastly different from the international schools I had attended. I found that students shopped at particular brands; they were brands I had simply not heard of. I realised that the best way to adapt was to immerse myself as much as I could into the boarding school lifestyle. I enthusiastically joined
debating amongst other clubs, various sports teams and student leadership. Extracurricular sports teams in Australia would encourage participation and base their teams on the number of people who wanted to join rather than just limit team numbers to the most skilled players. The inclusive nature of Australian schools should be celebrated. At my school we had tennis and netball teams in divisions A to G. Although I was not a top athlete, this system facilitated both the opportunity to experience team-bonding and playing sport. I also tried to attend socials alongside other schools, and boarding house excursions including bowling and AFL games seeking out activities that other students and I could attend in small groups. When I finished high school, it made sense for me to stay within the Australian education system, studying at university in Adelaide. Despite my initial struggles, I had established a good group of friends, and had become accustomed to Australia. My experiences in boarding school made the transition to university substantially easier than what it would otherwise have been. The culture shock and assimilation had passed, and I found myself enjoying living in Australia. Transitioning from an international school in Hong Kong to a school abroad in Australia can be difficult. Adapting to a new environment will always present challenges, but the opportunity to study in multiple countries is a chance not all people have. I encourage anyone attending boarding school or international school for the first time to make use of the challenge and take initiative to get involved with their school. I believe those efforts will always result in positive outcomes, new skills and cherished memories. 1
What Does AI Means for Education? - Ian Clayton, Head of the International Stream at French International School of Hong Kong
ovies and television have long provided us with different perspectives on what the potential future may hold – often prophesying that robots and artificial intelligence (AI) will be the ultimate downfall of the human race. Since the development of the first machines in the industrial revolution there has been disquiet regarding the extent to which technology will take over. It may not be that machines will rise up and eradicate their creators, but there are profound consequences of the massive developments that are currently taking place in the era of AI which we are currently experiencing. Headlines have been dominated by news of driverless cars and their potential impact on jobs in many sectors – transport, insurance and the petroleum industry to name a few. It has been estimated by various organisations that by 2030 half of current jobs in the USA will be automated. The Bank of England expects 15 million jobs to be threatened by automation. These are not just traditional jobs on a production line but other cognitive based jobs. It seems that careers in medicine, law, banking, marketing and journalism could be affected by the rise of the robots. To cite recent examples, British computer scientists created software that was able to judge hundreds of real life cases. The AI ‘judge’ reached the same verdict as human judges in 79% of the cases involving torture, degrading treatment and privacy as the algorithm was able to identify patterns in cases. In medicine, software is routinely able to diagnose certain illnesses with greater accuracy than humans can. In surgery it is possible for a surgeon in Singapore to be operating on a patient in London, thousands of miles away.
What does this mean for education? For learning, it means that the world has and is changing exponentially and that the old certainties have gone. Therefore students must be equipped with life skills of collaboration, flexibility, communication, creativity and critical thinking. Teachers must adapt to this changing landscape and quickly as these skills will still be strong currency in the changing world. For teaching the impact is equally significant, it will not be immune from the onslaught of technology. There is software that can read students’ facial expressions and body language; it can identify problems with their learning and adapt teaching accordingly. Learning will be quicker and more intense. There is even software being worked upon that can mark and grade homework and exam answers - Halleluiah! Although there is some evidence that the demand for secondary school teachers may decline, all this brings into sharp focus the invaluable skills and attributes that a great teacher brings to the table. Surely the ability to inspire, provide pastoral care, encourage, motivate, and discipline will continue to be the traits of the effective teacher of the future. We have certainly not reached a moment where technology will rise and rebel, however the impact of technology and the development of AI will only become more profound over time. It is the duty of schools to embrace these changes and equip their students with the necessary skills to excel in life outside of the classroom. Whether or not teachers, or even schools, are replaced by technology will be up to today’s institutions to continue their passion and commitment to students and prepare them for whatever the future may bring.
Yew Chung International School Where Your Childâ€™s Musical Journey Begins By Yuen Yum SAN, Head of Junior String programme for YCIS With 85 years of commitment to global education, Yew Chung International School (YCIS) offers a unique richness and diversity of Eastern and Western cultures that fosters bilingual, global-minded, appreciative and caring global citizens. Students are nurtured in a multicultural environment with an all-round and balanced education in academics, sports, art and music, which transforms them into global thinking individuals of multi-intelligence.
Orchestra, choral training and the annual musical production are an integral part of the studentsâ€™ development. This also creates a community that links students, teachers and parents together and enhances learning support for our students. They are challenged but sufficiently supported to embrace new musical ideas and demands in an environment of trust and without fear of failure.
YCIS values the holistic approach to learning, fostering wellbeing, coordination and concentration through specialised musical training. To nurture the overall development of our students, we provide them with the means to achieve their musical targets. Whatever their aspirations and goals are in life, music will be part of them.
In order to maximise educational outcomes we strive to build confidence in our students, nurturing their love of music and developing the resilience required when obstacles and challenges are encountered.
The school provides opportunities for students to gain musical skills and technical competence required to perform and express themselves through a variety of performances, master classes, workshops, and attend musical activities overseas. The YCIS music team consists of highly trained specialists and musicians who are carefully selected for their experience and expertise. The staff come from diverse backgrounds such as the London Symphony Orchestra, Hong Kong Philharmonic, The Australian String Quartet, University of Tasmania in Australia, The Royal College of Music in London and The Indiana University in the US, etc. This caliber of professional guidance enables students to flourish through an all embracing programme of individual, group and ensemble coaching.
YCIS alumni music scholars have obtained international placements worldwide. These include: (in the UK) Eton College, Harrow School, Cambridge University , Manchester University, Royal College of Music; (in the US and Canada) Eastman School of Music, Juilliard School of Music, Carleton University; (in Hong Kong) University of Hong Kong and Chinese University of Hong Kong. The Scholarship scheme for 2018/19 academic year is now open for application. Recipients will receive full or partial tuition fee exemption, for up to seven years from Year 7 to Year 13, in the areas of music and performing arts. A variety of performance opportunities will also be provided to enhance studentsâ€™ stage experiences to take their excellence to the next level. www.ycis-hk.com/en/secondary/scholarships
arents are a child’s prime and main educators. No one knows their child better- their interests, personality, fears, trepidations and joys. That is why starting in school or transitioning from one phase to another is such a nerve-wracking time for many parents. There can be a number of questions: will my child be understood? Noticed by the teacher? Challenged or extended? Labelled and lost? Will there be bullying? Will the teacher deal with it? Often, of course, the parental reaction and level of nervousness can be far more extreme than that of their child. This can lead to irrational behaviour on the part of the parent – multiple emails/phone calls/social media messages daily, seeking constant re-assurance that their child is alright or challenging, harassing attitudes to ensure their child gets more attention than others and is top of the class is everything.
The Importance of Being an Individual - Brian Cooklin, Principle at Nord Anglia International School
That is why I always stress the need to treat each child as an individual. I often say to parents that we don’t teach classes, we teach children. I expect each teacher to know each child as an individual, to set individual targets and to seek individual progress. This is done for several reasons ; a child progresses much faster when the work is tailored to them and set to extend them. As soon as you label a child, they tend to be stuck at that level and make less progress. If it is at the top level, then they can become complacent and if at the bottom, then everything seems pointless, while in between, there is rarely much incentive to move and progress. Fundamentally, this is an issue of confidence, being positive in outlook and praising or celebrating success at every opportunity. The concentration has to be on what the child can do and the next steps to reach the next level, not a negative assessment of all that is wrong. In this method, there is no ranking and there are no sets according to ability, just a relentless concentration on progress for each and every child. How do you achieve it? By a number of methods but the most crucial factor is the dedication of the teacher and the rapport developed with the children. Displaying work, sharing examples with the rest of the class, building collaboration and deploying differentiation daily are some of the
strategies used. All of which demand thought, planning, time and energy from the teacher. A simple, but effective example is to set tasks at three different levels and ask the children to use. Seeing most of them choose the most difficult task, and achieve it, apparently against the odds, provides the greatest satisfaction. However, individualization is also important on a pastoral level too. Sometimes a teacher is the only person in their lives who has taken time to speak to them individually that day or take an interest in them. There is no more powerful factor in a child’s development.
Education EducationFeature Feature
The Ultimate Consumer Good: Education Trends in China
- Anip Sharma, Maryanna Abdo, Kaushik Mohan, Julius Chen, and Vinit Hase from L.E.K. Global Education Practice
hinese private education is improving in quality and availability, driven by an increasingly affluent, urban, and cosmopolitan population. Choosy Chinese education consumers are advantage seeking, premium preferring and internationally minded. How should investors and operators respond? L.E.K. Consulting Global Education Practice partner Anip Sharma and senior manager Maryanna Abdo investigate. An Education Investment “Frenzy” China’s private education market is large and growing quickly, at $260bn (RMB1.6trillion) and set to grow at 9% year-onyear until 2020. It is also underpenetrated versus other markets; if it had the same relative size as the U.S., it would be at least $500bn. Moreover, China’s education landscape has been rapidly consolidating and maturing within the last 5-10 years, spurring what Education Investor called a “frenzy” of investment activity. There are 40+ deals projected for 2018 valued at a total of $3.5bn.
The world’s two largest listed education companies, TAL and New Oriental, are Chinese, and eight of the world’s 15 largest listed education companies are now Chinese. Five years ago, only two Chinese companies were among this group. Market capitalization of 15 largest listed education companies (2018)
China Education Group
John Wiley & Sons
Total value of education deals in China (2011-18F)
The Ultimate Consumer Good Across the world, education has moved from a niche to mainstream investment theme, but in China, with its brandconscious, aspirational consumers, education is the ultimate consumer good. June 2018
Nearly 9% of Chinese household spending is on education, compared to approximately 4% for other emerging markets — despite the fact that Chinese have one or two fewer children and that public education is free. There are three distinctive demand characteristics for Chinese consumers of education: 1. Advantage Seeking: The Chinese education sector is highly competitive, with 9.4m sitting each year for the gaokao and C9 universities selecting as few as one in 50,000. Parents will spend to get an edge, generating hyper-competition from pre-primary school. 2. Internationally Minded: Chinese are the largest cohort of international students, with 500k initiating international study each year. The hunger for Transnational Education (TNE) continues to grow, at some 5% per year. 3 Premium Preferring: Chinese consumers have a strong preference for premium branded goods. While this is well-established in the global premium luxury segment, a preference for premium also permeates wider consumer behavior: approximately 50% report they will always buy the most expensive product across categories. These factors are driving the emergence of a hyperconsumerization of education in China, where what has traditionally been seen only as a social good is now also a consumer good. Trends and Disruptions in Chinese Education Against this backdrop, investors and operators keen to expand in China should be aware of three key trends. Trend 1 – Brands Do Battle In China, as elsewhere, about 75% of parents choose education based on brand-related factors. Chinese education companies trade on prestige and legacy to drive customer perception by “borrowing” brands. Legacy brands, particularly where they use established foreign names, have an advantage. Investors must therefore align themselves with premium and international brands in order to secure a foothold or pick segments where offerings are distinctive or unique to China and leverage homegrown brands. Trend 2 – The Niche Goes Mainstream Beyond focusing on building brand, education companies are taking advantage of new opportunities. As the education ecosystem rapidly matures, what were once niche groups of consumers are now viable segments for core business strategy. For example, ELT is already a well-established, approximately $12 billion sector in China growing at 15%. Where the sector was once limited to in-person tutoring and classes, there is now a profusion of offerings catering to a variety of learner types. It is likely that other niches will themselves become viable segments, for example in further diversification of TNE, differentiated K-12 offerings, and After-school Enrichment.
Trend 3 – Online Cracks Open China Tier 1 and Tier 2 cities pull in talent and money, but 1.1 billion Chinese live outside these cities, presenting an addressable market of affluent and middle class consumers of 165m. They have aspirations for top-tier university places, international education, and English proficiency, but limited access to private offerings. Education technology is driving access, with these regions growing faster than Tier 1 and Tier 2 cities. For education companies in mass market products, a pan-China and online strategy is essential for rapidly gaining scale beyond big cities. Conclusion The technology sector in China is said to have a 9-9-6 working culture: 9:00 am to 9:00 pm, 6 days a week—a notion that captures the dynamism and growth potential of the market. Given the opportunity in China’s education sector, its operators and investors may wish to adopt a similar approach. Source: This article is adapted from a new report, “The Ultimate Consumer Good: Education Trends in China”. For full report: https://www.lek.com/insights/ultimate-consumer-goodeducation-trends-china
Education EducationFeature Feature
Global Study Highlights Importance of Outcomes of International Education - Trent Davies, Head of Business Development at International Alumni Job Network
fter the success of the International Student Employment and Satisfaction Research 2017 the International Alumni Job Network are seeking input for their research project for 2018.
Career Relevance of their education and the University Service. Students were clearly less satisfied with Alumni Service and Career Support from Universities, which both typically relate to the end of a student’s time at a university. When asked about expectations of alumni services, students iterated the importance of professional networking and career support.
The inaugural research undertaken and released in late 2017 by the International Alumni Job Network (IAJN) and Nielsen explored how key study destinations; Australia, the US, UK, Canada and New Zealand, compared in terms of career outcomes for international students and student satisfaction levels.
USA and Canadian universities scored significantly higher in regards to support from the university in finding employment for international students. Students who studied in Australia scored the lowest on satisfaction with the return on investment of their education, compared to those who chose to study in Canada who were most satisfied.
The study of more than 5,000 graduates of international education showed that while 89% of international students are satisfied with their overall experience as an international student, only 72% are satisfied with the return on investment from their international education.
"I am of the view that educational institutions and stakeholders that serve international students have historically spent much more time and resources getting students through the door as opposed to helping them on their way out. It is hoped that this research will encourage institutions and stakeholders to move past talking points around international students outcomes and actively contribute to how international students might be better served in the future." said Shane.
Shane Dillon, Founder and CEO said, “Through my work with IAJN's network of over 175,000+ international alumni in Asia, I am aware of a growing discord amongst returning graduates that their international education wasn't the golden ticket they were promised. This report highlights how critical it is that education institutions and stakeholders support and contribute to the employment outcomes of international students to fulfill the promise that an international qualification does lead to greater employment outcomes after graduation. There is no greater benefit to a university or education stakeholder than a satisfied graduate and no greater reputational danger than an unsatisfied graduate." The study found that overall students had a positive experience while studying as international students but students were less satisfied with the return on their investment. Malaysian students were most satisfied with the return on investment of their education while Indian students were the most unsatisfied with return on investment. While exploring satisfaction with Universities in each country the research found that students where highly satisfied with the June 2018
Highlights of 2017 Research: Featured in over 185 media outlets including; The Australian, The PIE News, Yahoo Finance, Seeking Alpha, Washington Business Journal etc 5,250+ completed surveys (largest post study survey of international students) Reports read by over 5,000+ international higher education leaders and stakeholders. Results presented at ANZSSA and QS conference Full report: http://community.ia-jn.com/blog/iajn_news/international-studentsemployment-satisfaction-global-report-summary
ustCham member Ovolo Group recently launched their cousin brand, Mojo Nomad, bringing co-sharing into the hotel space. Their first property has taken up residence in Hong Kongâ€™s heritage rich Aberdeen Harbor. Rooms range from 3 to 8 bunk bedrooms giving guests the choice to book out individual bunks or an entire room to share with friends and family. However, Mojo Nomad does also offer single rooms for those seeking more privacy. In the age of the internet, more and more people are living out of a suitcase for months at a time. Digital nomads work on the go looking for opportunities round the globe to expand their businesses. Tapping into this growing demographic, Mojo Nomad connects fellow travelers in a city far from home. They blur the boundaries between home, work, and play. Through shared spaces, Mojo Nomad builds a community for nomads to engage in common interests and goals. Alongside a place to stay and sleep, the designer budget hotel makes living a collective experience in more ways than one. Superintendents organize hikes and art workshops for guests
to mingle in their downtime. The Common Room is not only the place to unwind, but also functions as a co-working space where guests can do business and network. Other facilities include a cinema room, self-service washer and dryer and a communal kitchen.
Community living has made Mojo Nomad a budget-friendly choice for many young travelers. Despite the affordable stay, the brand delivers on design and quality. Its interiors are tastefully decorated with vibrant art installations, while charttopping 80s hits keep the mood positive and upbeat.
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25/9/2017 11:41 AM
Spotlight on Hong Kong
What Next for Tourism to HK? A Conversation with Hong Kong Tourism Board - Interviewee: Anthony Lau, Executive Director, Hong Kong Tourism Board The iconic Hong Kong Wine & Dine Festival celebrates its 10th anniversary in this year. Visitors can enjoy a wider choice of wine and food than ever before.
How does the HKTB see the tourism performance outlook for 2018? 2017 was an excellent year for Hong Kong in terms of tourism performance. We saw a turnaround in the declining trend we experienced in 2015 and 2016. Total arrivals bounced back by 3.2% in Anthony Lau, Executive Director, 2017, reaching 58.5 million. Riding Hong Kong Tourism Board on the improved global economic situation, we have a positive outlook for tourism arrivals in 2018. We expect total visitor arrivals to grow by 3.6%, reaching over 60 million this year.
What are the challenges and opportunities for Hong Kong’s tourism industry in 2018? The overall economic situation is a key factor for tourism development. While we are generally optimistic about the global economic outlook in 2018, with the fast-changing and turbulent economic and political climate, the situation could be fragile. And competition between destinations is keener than ever, particularly in the Southeast Asian region. But along with the challenges, there are tremendous opportunities. We are about to witness the completion of some of Hong Kong’s most significant infrastructure projects – the Express Rail Link to the Mainland and the Hong Kong-ZhuhaiMacao Bridge. When they start operating, all cities in the Western Pearl River Delta will be within a three-hour commuting radius June 2018
of Hong Kong, and we will also be part of China’s fast-growing nationwide high-speed rail network. These highly anticipated infrastructure projects and the rapidly developing Greater Bay Area open up a world of new possibilities for multi-destination itineraries that include Hong Kong. In view of the intense competition in the region, what are the HKTB’s strategies and initiatives to attract visitors to Hong Kong? We will continue to invest in 20 source markets that contribute about 97% of total overnight visitors. It is important for Hong Kong as an international city to maintain a diverse visitor portfolio, so we will invest the bulk of our marketing budget in international markets and about one-third in the Mainland.
In the Mainland, about 80% of our investment will go to nonGuangdong provinces to generate more overnight visitors. For International markets, we will boost investment in short-haul markets especially Southeast Asia, Japan, South Korea and Taiwan to continue drive incremental arrivals. At the same time, we will continue to enhance visitors’ in-town experience through a host of initiatives, including world-class events, the Hong Kong Neighbourhoods programme, and smart travel technologies. i World-class events In recent years, we have built an array of major events that appeal to visitors of all interests – including the cultural delights of the International Chinese New Year Parade and the Dragon Boat Carnival, the thrills and spills of the e-Sports and Music Festival, and the Cyclothon, the mouth-watering Wine & Dine
Festival, and the explosion of colour and celebration at the New Year Countdown. This year, our events line-up is as exciting as ever, in both scale and features. In addition to HKTB-staged events, we will promote a fascinating line-up of 90 events and major happenings in the city to highlight Hong Kong’s 11 core experiences. ii Hong Kong Neighbourhoods
Many visitors nowadays are looking for a more engaging and authentic travel experience. Riding on this prevailing travel trend, last year the HKTB launched Old Town Central as the first in a series of Hong Kong Neighbourhood walks, which encourage visitors to discover Hong Kong like a local, going beyond the traditional tourist areas to explore more of the city to expand their footprint and increase their length of stay in Hong Kong. The programme has received excellent feedback from the trade and visitors. Sham Shui Po district will be our next feature in the series. We will roll out the Sham Shui Po neighbourhood as a living museum to showcase the everyday lives of Hong Kong people, from clothing, local food and real homes to a treasure hunt in the street markets. In addition to Old Town Central and Sham Shui Po, we plan to cover another 5-6 neighbourhoods in the next couple of years.
Last year, the HKTB launched Old Town Central as its first neighbourhood programme and received excellent feedback from the trade and visitors.
The mobile app “My Hong Kong Guide” will provide special shopping and dining offers to visitors with the help of location-based notifications.
iii Smart Travel
Another key strategy of the HKTB is to raise visitor engagement with the help of new technology. We will upgrade our mobile app “My Hong Kong Guide” to incorporate a new “Navigate” function. The guide offers special shopping and dining offers as visitors make their way around the city, with the help of location-based notifications. We also plan to introduce a new Virtual Reality experience, which will take visitors back in time to the old days of Hong Kong. These are just a few of the many promotional initiatives of the HKTB. We will continue to work closely with the trade, government and our different partners to promote Hong Kong as a world-class travel destination.
AustCham Member Benefit Program 2018
Food & Beverage Dining Concepts: Enjoy 15% off on all a la carte dining.
In 2018, AustCham is launching a new year-round member offer to replace the current monthly single member benefit or discount. We provide a marketing opportunity for member's company to promote their products and services. In the meantime, AustCham members can enjoy offers on dining, travel, retail and more.
Marco Polo Hotels - Hong Kong: 15% off at Cucina, Cafe Marco, Three on Canton and add@Prince
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Ovolo Hotels: 20% off on the Best Available Rate
E-commerce and Digital Strategies Key to Gaining Profitability Edge in China - Westpac and AustCham Shanghai
ew research has revealed Australian companies doing business in China that have a detailed e-commerce strategy are 12% more profitable than those without. The research also found that despite a lack of transparency in China’s regulatory environment nearly 80% of businesses are optimistic about their China operations over the next year. Westpac partnered with AustCham Shanghai to undertake the 2018 Westpac Australia-China Business Sentiment Survey (the Survey). Analysis for the survey was undertaken by China Skinny. More than 160 Australian businesses reported on the opportunities, challenges and risks facing their China business in 2018. The Survey provides an insight into the current health of the Australia-China trade relationship, and features case studies from leading Australian brands in the China market, including Blackmores, Metcash, Sanitarium and Woods Bagot. Businesses have identified innovations in technology as the number one trend impacting their business in China over the next 3-5 years, yet only 16% reported to have a detailed China e-commerce strategy in place. Those who did were found to be 12% more profitable than the average. Key findings from the 2018 Australia-China Business Sentiment Survey Sentiment, Profitability and Investment • 78% reported a positive sentiment for their China operations over the next 12 months • 83% reported a positive sentiment for their China operations over the next 5 years June 2018
• 79% forecast profitability for 2018, compared to 66% in 2017 • 51% forecast an increase in their China investment for 2018, compared to 45% in 2017 E-commerce • The number 1 trend for the next 3-5 years is “Innovations in Technology, Media and Communications” • 58% regard China to be leading or more advanced in technology compared to other global markets • Only 16% have a detailed China e-commerce strategy in place • Those businesses with a detailed China e-commerce strategy were found to be 12% more profitable than the average Regulatory Environment • 36% regard the regulatory environment to have hindered their organisation's growth in China • 58% regard China’s regulatory environment as not transparent, and 27% reported that this lack of transparency hinders business • 55% have benefitted in some form from the China-Australia Free Trade Agreement • 43% report China’s Belt and Road Initiative to be a positive driver for their China strategy The outlook amongst Australian businesses in China is overwhelmingly positive, both on a short and long-term basis, due to growth and profit increases experienced by most
businesses year-on-year. The report sets a benchmark for Australian organisations, with 78% of businesses reporting a positive 12 month outlook. Pleasingly, this increases to 83% on a five year outlook. Respondents mainly attributed this positivity to the quality of their product, brand reputation and the client relationships established.
The Survey also explored China’s regulatory environment, revealing that 36% regard it to have hindered their organisation's growth in China. Despite the regulatory environment continuing to challenge some businesses, other sectors have experienced positive regulatory changes in the past year which have provided more confidence for Australian brands.
The Survey makes clear that e-commerce is and will remain a key driver for growth in the Chinese market. Interestingly, the Survey found that only 16% of Australian businesses have a detailed China e-commerce strategy in place – a figure that is expected to rise in coming years as the trade relationship continues to mature. Australian brands are aware of the opportunity, highlighting “innovations in technology, media and communication” as the number one trend to impact their business in China over the next 3-5 years.
Results indicated that implementation of macro-economic initiatives such as the China-Australia Free Trade Agreement and the Belt and Road Initiative have had positive impacts for many Australian businesses. Under the China-Australia Free Trade Agreement (ChAFTA) 96% of Australia's goods exports to China are now eligible to enter duty-free or with preferential access.
Westpac General Manager, Asia Pacific, Michael Correa said: “We’re seeing an exciting dynamic where Australian businesses’ growing confidence in the Chinese market is met by an increasing need for the adoption of tailored e-commerce strategies and sophisticated data analytics. China is the #1 e-commerce marketplace in the world1. Last year it was anticipated to account for around half of the world’s e-commerce sales and 56 times the size of Australia’s online market.2” “This report reflects our continued commitment to providing our customers with deep local market insights, and connecting Australian businesses to the important AustraliaChina corridor.”
Chairman of the AustCham Shanghai Board, Craig Aldous said: “The Report provides valuable insight into the health of Australia-China business relations – and the results indicate that we should be very optimistic about the trade relationship moving forward. As the peak body for Australian business in China we are confident that the Report will assist businesses to grow in this dynamic market”. Full report: www.austchamshanghai.com/en/business-engagement/2018westpac-australia-china-business-sentiment-survey
PWC report, E-commerce in China. Total Retail 2017 https://www.pwccn. com/en/retail-and-consumer/publications/total-retail-2017-china/totalretail-survey-2017-china-cut.pdf
eMarketer 2017 – E-commerce data
Executive Summary The survey uncovered the following insights into the sentiments and state of Australian businesses in Chiina.
New Members Platinum Patron Additional CBA Long Ranawake CBA International Financial Services Nicole Barstow
Chow Tai Fook Education Group Lyn Cheetham Alice Fong Jacob Lee Angela Li Leslie Leung Kelvin Yeung KPMG Alastair Graham Janet Gu Calvin Ho
OCBC Wing Hang Bank Eric Pong St. Jamesâ€™s Place Wealth Management Group Jonathan Green Corporate Member Argonaut Securities (Asia) Limited Helen Lau Beaconhills College Joanne McKenzie Tony Sheumack Egon Zehnder Neil Waters Charltons Gabrielle Chaikin Clinton Morrow
Superloop Eric Cheng Adrian Geyer The Financial Times (HK) Ltd Hannah Carmichael Angela Mackay The Fred Hollows Foundation HK Laura Lee Tricor Services Ltd Lennard Young Willis Towers Watson Roger Steel Yew Chung International School of Hong Kong Martin Scott Individual Member
Telstra Nick Holdsworth Oliver Camplin-Warner Anthony Hopewell Kylie Saunders Hetty Tang Tony Tang Kit Wan
Colliers International Daniel Shih
AIA International Limited Henry Wong
Crown Worldwide Group Joshua Rose
COREOFIT Tim McCosker
Ferguson Partners Patrick Balfour Max d'Ambrumenil
Hong Kong SkyCity Marriott Hotel Stephen Tse
Westpac Banking Corporation Fiona Bush Eric Chan Eric Ha Nisha Kwok Johnny Li Kenneth Lin Samantha Ma
Hey Travelista Brian Koroll Tony Low
Corporate Patron Additional Australian Consulate-General Casey Parker Australian International School Mark Hemphill Brookfield Global Integrated Solutions Limited Gina Wong Joanne Wong Leighton Asia Limited Victoria Crasti Barry Sin Colman Wong June 2018
Hotel VIC on the Harbour Elaine Chow Byron Ko Lipman Karas Brooke Holden Loplus@Hennessy Teresa Hong Chris Wo Madison Pacific Trust Limited Cassandra Ho Methodist Ladies' College Fiona Dickson Pinsent Masons Karah Howard Nicholas Turner Servcorp Jasmine Johnson
InComm Asia Pacific Byron Hsu Mark Singer Melbourne Buyers Advocate Philip Hargrave PricewaterhouseCoopers Alan Lam Sirva Worldwide Relocation & Moving Ellen Wong David Rainsford Young Executive DLA Piper Hong Kong Liam Blackford Heidrick & Struggles Karen Lau IP Global Matthew Passow Rachel Phillips
Ferguson Partners 41
801-4 Kinwick Centre, 32 Hollywood Road Central, Hong Kong www.fpl-global.com Ferguson Partners is a global executive search firm specializing in retained search mandates in the real estate, infrastructure and private equity sectors. Hong Kong acts as the firm’s regional headquarters in Asia, with further offices in Singapore and Tokyo. What are the main skills of your job? As an international firm, a key component of the work that we do is to help an organisation better understand the intricacies of the market in Asia, enabling them make the best possible strategic hiring decisions. What does your company do really well? With the majority of our clients headquartered outside of Asia the firm utilizes an international network of offices to be able to execute on regional and global search mandates. What is the vision of your company in 10 years? We are looking to continue to develop our reputation as industry experts in the Alternative Investment industry across the region. What’s something most people don’t know about your company? Ferguson Partners is part of the FPL Group which includes human capital expertise across compensation, leadership and management consulting.
Patrick Balfour Director, Ferguson Partners Hong Kong
What’s your company’s connection to Australia? Australia is a hugely important component of the global real estate and infrastructure markets, and we conduct search mandates domestically in Australia as well as utilizing our global network to execute on work for Australian firms in Asia, Europe and the US. How would you describe your workplace and colleagues? Ferguson Partners is a global boutique firm and this is reflected in a highly capable group of specialists, operating in mature and highly professional environment. What’s your favourite place to go on the weekend? As a father of two young children you will generally find me enjoying the tranquil surroundings of the Hong Kong Cricket Club!
Rugby Sevens Cocktail
e were joined by Australian Rugby Legend John Eales and the Australian Rugby Sevens Team at the special one-off Rugby Sevens Cocktail this year. Thanks to event sponsor Commonwealth Bank of Australia, venue partner Mr Wolf and all other partners (below) for this special evening. The traditional AustCham Rugby Sevens Lunch returns next year!
Editor's Note: It is with great sadness that we announce the passing of board director Martin Darveniza. Those of you who attended this event would have remembered the wonderful Q&A Martin conducted with his good friend John Eales. It was a truly memorable occasion and Martinâ€™s love of rugby and for his family shone through. We remember him fondly in these images here. The chamber extends its sincere condolences to his family and to our friends in Macau who worked closely with Martin.
The Australian Chamber of Commerce in HK and Macau's monthly publication.