Australia has been a significant provider of international education in the Asia-Pacific region since 1950 with the inception of the Colombo Plan. Thus, graduates from these early days would by now be mature professionals in a variety of fields, with several decades of professional and academic attainment enabled by their Australian education. Yet we actually know very little about the outcomes over time of the graduates of Australian international higher education. In this article, the authors review the scholarly literature on the outcomes of international education, education provided by Australian universities and by others, and critically consider some of the limitations of the data and the methodologies that have dominated this area of research. Finally, in an effort to put current debates on international education on a more informed basis, the authors outline a prospectus for future research to redress some of these shortcomings.
With the increasing use of the Information and Communication Technology (ICT), a new method of bullying has emerged known as cyberbullying. It is indeed ironic that the advancement in communication tools designed to improve the life of mankind is also the cause of much pain. More and more frequently we do read or hear of cases of young children being victims because of the misuse of ICT which have in some extreme cases led to them committing suicide. Unfortunately the ICT’s very nature of being accessible from anywhere and anytime, and its often anonymous nature makes it difficult to regulate what children say or do to each other. This paper discusses the scope of the cyberbullying problem amongst the young in Australia and considers what role the government, the courts and schools should play in detecting, deterring or preventing such conduct.
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