Custom essays on 21st Century Issues for Adult, Vocational and Higher Education

Today, the country has 38 public and two private universities (Elliot Mininberg, 2003). In these studies, total of the students in these universities is 700 thousand, including students of daytime, evening and correspondence courses. The most popular specialties are those, related to the business and the economy. More than half of foreign students come to learn exactly these specialties. After them follows the natural, human and social science, art, and then – engineering and technological specialties. At many universities there are also preparatory departments (Foundation Programs). This is a bridge between secondary education obtained in foreign educational institutions, and teaching at a university in Australia. Bachelor’s degree in Australia is received during 3 years, except for seeking knowledge in medicine, law, engineering and natural sciences. Masters programs are designed for 1-2 years depending on specialization. And, as well, objectives of internationalization of university education cannot be achieved unless students themselves are fully committed to developing cross-cultural awareness, and willingly inclined to engage in inter-cultural interactions (Nesdale & Todd, 1993). As a fact, the distinction between home and international students may be considered to be too general when it is considered that both these groups are far from homogenous.
Nowadays, the positioning of international students reflects the ambivalence that universities feel towards them. For many, international students are simultaneously a source
of contempt because of their inadequate English language skills, resentment and, paradoxically, anxiety. There is the need to confront the inappropriate conflation of fee-paying with international student status, the caricature of international students that was constructed through the discourses, and the valorization of a form of academic identity within which academics surrendered their agency. The difficulties identified by international students have been discussed in terms of difficulties in the areas of language, relationships with teachers and peers, and educational conventions (Choi, 1997). Their difficulties are attributed not only to their personal lack of language competence and study skills, but also to their Australian teachers’ and peers’ lack of understanding of these difficulties in the educational context. Culturally different teacher-student relationships, and institutional environments and constraints also play a major part. For example, Korean students are more likely to have difficulties in speaking, joining the class discussion and developing “constant”, mutual relationships with teachers and peers. It is difficult to adapt to the certain rules and regulations of the society and to try to become a part of this society. There is a lot of criticism the international students face, which then makes them suffer and, consequently, they become insecure. International students are also likely to suffer culture shock more severely in the classroom situation. Therefore there are some strategies and support programs which are able to promote more effective teaching and learning for international students.

As a fact, concerted and reciprocal effort by all concerned should lead to better intercultural understanding and communication as well as a more rewarding academic partnership. The strategies and programs suggested could be equally useful in promoting intercultural understanding and communication with students of other ethnic backgrounds. In other words, international students are potentially valuable human resources in the decision-making processes of Australia in cooperation with other countries. Their experiences in Australia could contribute to effective relationships between the two countries, providing a better understanding of Australia, Australian attitudes and values (Dr. Tracey Wilen-Daugenti, 2006). Students’ difficulties must be dealt with by educators and researchers at the level of multicultural education, international cultural and educational exchange and interdependent long-term relationships between the two countries.
The challenges of international students can be overcome if there is more effective intercultural communication and better relationships between Australia and other countries in future, as well as the prejudices will be reduced and there will not be any misunderstanding of the culture, language and education of other countries. Subjective factors affecting the process of social adaptation and causing problems of foreign student interns include:
– high level communication skills;
– an interest in history and culture of the country;
– the existence of interest to higher education in the country and, in particular, to the structure of higher education in the humanities departments;
– quantitative and qualitative composition of the student group at the Faculty of Humanities.
Objective factors include:
– the presence of a permanent “alien” languages in the environment;
– incomprehensible to foreigners organization of training activities at the Faculty;
– staying in a domestic environment, different from usual.
As well, international students have many problems and stressful situations during their adaptation at a new place. Adaptive stress is considered together with the process adaptation. Adaptation is an ability that evolved in the process of human evolution. Ability to adapt is a kind of element of protection from the difficulties, conflicts and other items of everyday life. In situations where the person has difficulties with adaptation refers to adaptation stress. International students have additional difficulties related to adaptation and the beginning of their studies. It is, primarily, the need to use a foreign language, not only scientific terminology, but its use in everyday life and during communication with peers (Bradley, 2009). Students from other countries also have difficulties in adapting to a new culture, customs and values.
Such a large number of various kinds of difficulties, including language problems, misunderstandings, cultural peculiarities and problems faced by students at the beginning stage of learning are the challenge that includes every big test and stress. Very often happens, that accumulated problems can lead to negative consequences, such as abstaining from further study, low self-esteem, negative relation to the University and future profession (David T. Gamage, 2003). Therefore, it seems very important the need for research on the causes of stress adaptation, as well as identifying the relationship between facing the difficulties and the methods of combating stress adaptation in students a year (Dr. Hebe Vessuri, 1998). In the group of foreign students the certain attitude without enthusiasm of teachers is the reason for refusal of further studies on the subject, which is usually a consequence of a very strong emotional reaction. The higher the demand for them by teachers is, the lower is their self-esteem. The biggest problem for them is indifferent attitude to them by teachers. In the group of foreign students an indifferent attitude on the peer is responsible for termination of contact with them and the irresponsibility. Being in conflict with their neighbors, foreign students seek help from others. In a situation where they are denied care, in their inadequate view, their actions are unorganized. On the basis of the results of research there can be established the fact that the beginning of study in higher education includes a large number of problems and situations that causes stress (Elliot Mininberg, 2003). The results also suggest that students use different ways of dealing with the stress adaptation. The research results can help in the adaptation of students to learning in higher education, prepare them for possible difficulties. “…International education is an increasingly important part of Australia’s international relations. It uniquely spans the cultural, economic and interpersonal dimensions of international relations. It assists cultural understanding for all parties involved. It enriches Australia’s education and training systems and the Australian society by encouraging a more international outlook.” (Beazley, 1992)