Higher education is an important export economy for Australia, with international students paying significantly higher fees for their tertiary studies than domestic students in the country. According to Times Higher Education, the Federation University Australia ranked the highest in terms of share of international students in 2023. During that period, around 52 percent of the students enrolled at Federation University Australia were international students.

International tertiary education sector

An internationally recognized qualification from an Australian university is appealing to many foreign students. Chinese students made up the largest proportion of international students in Australia. In 2017, of the 624 thousand foreign students studying at higher education institutions, around 184.5 thousand originated from China. Management and commerce courses were the most popular courses for international students to study, followed by engineering, society and culture, and information technology.

Economic contribution

International education activity is a significant export income source for Australia. In 2017, around 30 billion Australian dollars were generated from intentional student expenditure – a value that has been increasing consistently over the past years. Chinese students studying onshore on student visas contributed over 10 billion Australian dollars in that year alone. Australia’s major competitors in this sector include its neighbor New Zealand, Canada, the United States and the United Kingdom. Factors affecting student enrolments include increasing tuition fees, visa application costs as well as the comparatively high cost of living in Australian cities.

In 2023, the majority of overseas students in Australia came from China, accounting for around 23 percent of international students. The next largest group was students from India, accounting for around 15 percent of all international students.

The Student visas lodged, granted and grant rate reports are based on lodgement and grant data recorded for visa subclass 500 and subclass 570 to 576 in the current financial year and previous financial years.

The dimensions include the financial year and quarter of visa grant, the gender, age, education provider registered state, sector, client location, lodgement channel and citizenship country.

These de-identified statistics are periodically checked for privacy and other compliance requirements. The statistics were temporarily removed in March 2024 in response to a question about privacy within the emerging technological environment. Following a thorough review and risk assessment, the Department of Home Affairs has republished the dataset.

In 2023, there were over 436 thousand international students enrolled in higher education across Australia. The number of international students enrolled in higher education in Australia has increased from 2009, when there were just over 226,000 students from overseas. Studying in Australia has become extremely popular due to its high standard of education and multicultural environment. Education export income For Australian citizens, tertiary education is made more accessible through government supported subsidies and a payment deferral scheme. However, non-citizens and international students must pay the full cost of their degree, which can be well over 20,000 Australian dollars per year. Despite the relatively high cost of education in Australia, it is a popular choice for international students and education exports contribute significantly to the Australian economy. In 2023 alone, the total value of education exports in Australia was 36.4 billion Australian dollars, bringing the income back to pre-COVID-19 values. International student fees are also the second most valuable source of income for universities, after funding from the Australian government. International student population With the substantial income that international students bring to tertiary institutions, it is perhaps unsurprising that the proportion of international students at many Australian universities can be as high as 40 percent of the total student population. In 2023, the total number of international students enrolled in higher education numbered almost 437 thousand, with Chinese students making up almost quarter of the International student population. The majority of international students come from Asia and the Indian subcontinent, however students from Brazil and Columbia were among the top ten international student groups in 2023.

Australia Number of Enrolments: Year to Date: Higher Education: International Students: Thailand: National data was reported at 0.000 Person in Dec 2024. This stayed constant from the previous number of 0.000 Person for Nov 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Thailand: National data is updated monthly, averaging 0.000 Person from Jan 2002 (Median) to Dec 2024, with 276 observations. The data reached an all-time high of 1.000 Person in Dec 2014 and a record low of 0.000 Person in Dec 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Thailand: National data remains active status in CEIC and is reported by Department of Education. The data is categorized under Global Database’s Australia – Table AU.G120: Education Statistics: Number of Enrolments.

Australia Number of Enrolments: Year to Date: Higher Education: International Students: Japan: National data was reported at 0.000 Person in Dec 2024. This stayed constant from the previous number of 0.000 Person for Nov 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Japan: National data is updated monthly, averaging 0.000 Person from Jan 2002 (Median) to Dec 2024, with 276 observations. The data reached an all-time high of 0.000 Person in Dec 2024 and a record low of 0.000 Person in Dec 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Japan: National data remains active status in CEIC and is reported by Department of Education. The data is categorized under Global Database’s Australia – Table AU.G120: Education Statistics: Number of Enrolments.

In 2019, the majority of overseas students in Australia came from China with around 212,264 Chinese students residing in the country. In total, there were over 750,000 international students studying in Australia in 2019.

This report analyses the number of foreign students enrolled in educational institutions in Australia. This includes all full-fee paying foreign citizens studying in Australia on a student visa. New Zealand citizens are not included since they do not require a student visa. The data for this report is sourced from the Department of Education and Training and is measured in thousands of enrolled students. The data in this report is presented in calendar years.

Australia Number of Enrolments: Year to Date: Higher Education: International Students: Bangladesh: National data was reported at 0.000 Person in Dec 2024. This stayed constant from the previous number of 0.000 Person for Nov 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Bangladesh: National data is updated monthly, averaging 0.000 Person from Jan 2002 (Median) to Dec 2024, with 276 observations. The data reached an all-time high of 0.000 Person in Dec 2024 and a record low of 0.000 Person in Dec 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Bangladesh: National data remains active status in CEIC and is reported by Department of Education. The data is categorized under Global Database’s Australia – Table AU.G120: Education Statistics: Number of Enrolments.

In 2022, Canada had the greatest number of international students compared to their entire higher education population, with nearly ** percent of students being international. Australia followed with a share of ** percent of the students being international, while the United Kingdom ranked third.

In 2020, the number of overseas students enrolled in Australian universities rose significantly making the country one of the top global destinations for quality education. The largest share of international students hailed from North East Asia who figured over 181 thousand, followed by the share of students from Southern and Central Asia.

As of June 2021, approximately 21.3 thousand Vietnamese students enrolled in Australian educational institutions. There has been a decline in total international student enrollments across Australian institutions compared to previous years due to the Coronavirus pandemic.

Abstract

The OECD Programme for International Student Assessment (PISA) is a collaborative effort undertaken by all member countries and a number of non-member partner countries to measure how well students, at age 15, are prepared to meet the challenges they may encounter in future life. Age 15 is chosen because at this age, in most OECD countries, students are approaching the end of compulsory schooling, and so, some measure of the knowledge, skills and attitudes accumulated over approximately ten years of education is gained from an assessment at this time. the PISA assessment takes a broad approach to assessing knowledge, skills and attitudes that reflect current changes in curricula, moving beyond the school based approach towards the use of knowledge in everyday tasks and challenges. the skills acquired reflect the ability of students to continue learning throughout their lives by applying what they learn in school to non-school environments, evaluating their choices and making decisions. the assessment, jointly guided by the participating governments, brings together the policy interests of countries by applying scientific expertise at both national and international levels.

PISA combines the assessment of domain-specific cognitive areas such as science, mathematics and reading with information on students' home background, their approaches to learning, their perceptions of their learning environments and their familiarity with computers. A high priority in PISA 2006 is an innovative assessment of student attitudes towards science - questions about this were contextualised within the cognitive part of the test. Bringing the attitude items closer to the cognitive questions allowed questions to be targeted at specific areas, with the focus on interest in science and students' support for scientific enquiry. Student outcomes are then associated with these background factors.

PISA uses: i) strong quality assurance mechanisms for translation, sampling and test administration; ii) measures to achieve cultural and linguistic breadth in the assessment materials, particularly through countries' participation in the development and revision processes for the production of the items; and iii) state of the art technology and methodology for data handling. the combination of these measures produces high quality instruments and outcomes with superior levels of validity and reliability to improve the understanding of education systems as well as students' knowledge, skills and attitudes.

PISA is based on a dynamic model of lifelong learning in which new knowledge and skills necessary for successful adaptation to a changing world are continuously acquired throughout life. PISA focuses on things that 15-year-old students will need in the future and seeks to assess what they can do with what they have learned. the assessment is informed, but not constrained, by the common denominator of national curricula. thus, while it does assess students' knowledge, PISA also examines their ability to reflect, and to apply their knowledge and experience to real world issues. For example, in order to understand and evaluate scientific advice on food safety an adult would need not only to know some basic facts about the composition of nutrients, but also to be able to apply that information. the term "literacy" is used to encapsulate this broader concept of knowledge and skills.

PISA is designed to collect information through three-yearly cycles and presents data on the reading, mathematical and scientific literacy of students, schools and countries. It provides insights into the factors that influence the development of skills and attitudes at home and at school, and examines how these factors interact and what the implications are for policy development.

PISA 2006 is the third cycle of a data strategy defined in 1997 by participating countries. the results allow national policy makers to compare the performance of their education systems with those of other countries. Similar to the previous cycles, the 2006 assessment covers the domains of reading, mathematical and scientific literacy, with the major focus on scientific literacy. Students also respond to a background questionnaire, and additional supporting information is gathered from the school authorities. Fifty-six countries and regions, including all 30 OECD member countries, are taking part in the PISA 2006 assessment. together, they comprise almost 90% of the world's economy.

Since the aim of PISA is to assess the cumulative yield of education systems at an age where compulsory schooling is still largely universal, testing focused on 15-year-olds enrolled in both school-based and work-based educational programmes. Between 5 000 and 10 000 students from at least 150 schools will typically be tested in each country, providing a good sampling base from which to break down the results according to a range of student characteristics.

The primary aim of the PISA assessment is to determine the extent to which young people have acquired the wider knowledge and skills in reading, mathematical and scientific literacy that they will need in adult life. the assessment of cross-curricular competencies continues to be an integral part of PISA 2006. the main reasons for this broadly oriented approach are: • Although specific knowledge acquisition is important in school learning, the application of that knowledge in adult life depends crucially on the acquisition of broader concepts and skills. In science, having specific knowledge, such as the names of plants and animals, is of less value than understanding broad topics such as energy consumption, biodiversity and human health in thinking about the issues under debate in the adult community. In reading, the capacity to develop interpretations of written material and to reflect on the content and qualities of text are central skills. In mathematics, being able to reason quantitatively and to represent relationships or dependencies is more apt than the ability to answer familiar textbook questions when it comes to deploying mathematical skills in everyday life. • In an international setting, a focus on curriculum content would restrict attention to curriculum elements common to all or most countries. this would force many compromises and result in an assessment too narrow to be of value for governments wishing to learn about the strengths and innovations in the education systems of other countries. • Certain broad, general skills are essential for students to develop. they include communication, adaptability, flexibility, problem solving and the use of information technologies. these skills are developed across the curriculum and an assessment of them requires a broad cross-curricular focus.

PISA is not a single cross-national assessment of the reading, mathematics and science skills of 15-year-old students. It is an ongoing programme that, over the longer term, will lead to the development of a body of information for monitoring trends in the knowledge and skills of students in various countries as well as in different demographic subgroups of each country. On each occasion, one domain will be tested in detail, taking up nearly two-thirds of the total testing time. the major domain was reading literacy in 2000 and mathematical literacy in 2003, and is scientific literacy in 2006. this will provide a thorough analysis of achievement in each area every nine years and a trend analysis every three. Similar to previous cycles of PISA, the total time spent on the PISA 2006 tests by each student is two hours, but information is obtained on about 390 minutes worth of test items. the total set of questions is packaged into 13 linked testing booklets. each booklet is taken by a sufficient number of students for appropriate estimates to be made of the achievement levels on all items by students in each country and in relevant sub-groups within a country (such as males and females, and students from different social and economic contexts). Students also spend 30 minutes answering questions for the context questionnaire.

The PISA assessment provides three main types of outcomes: • Basic indicators that provide baseline profile of the knowledge and skills of students. • Contextual indicators that show how such skills relate to important demographic, social, economic and educational variables. • Indicators on trends that emerge from the on-going nature of the data collection and that show changes in outcome levels and distributions, and in relationships between student-level and school-level background variables and outcomes.

Geographic coverage

OECD countries - Australia - Austria - Belgium - Canada - Czech Republic - Denmark - Finland - France - Germany - Greece - Hungary - Iceland - Ireland - Italy - Japan - Korea - Luxembourg - Mexico - Netherlands - New Zealand - Norway - Poland - Portugal - Slovak Republic - Spain - Sweden - Switzerland - Turkey - United Kingdom - United States

Partner countries/economies - Argentina - Azerbaijan - Brazil - Bulgaria - Chile - Colombia - Croatia - Estonia - Hong Kong-China - Indonesia - Israel - Jordan - Kyrgyzstan - Latvia - Liechtenstein - Lithuania - Macao-China - Montenegro - Qatar - Romania - Russian Federation - Serbia - Slovenia - Chinese Taipei - Thailand - Tunisia - Uruguay

Analysis unit

• Individuals
• Schools

Mode of data collection

Face-to-face [f2f]

Research instrument

The questionnaires seek information about: • Students and their family backgrounds, including their economic, social and cultural capital • Aspects of students' lives, such as their attitudes towards learning, their habits and life inside school, and their family environment • Aspects of schools, such

The Private Schools industry has grown minimally over the past five years, with rising government funding and elevated tuition fees managing to keep revenue growth slightly above the inflation rate. Government funding initiatives are a crucial revenue stream for private schools, while tuition fees remain the primary funding source for staff salaries, facility upkeep and extracurricular programs. The industry’s enterprise count has expanded, boosting employment numbers. This trend, alongside sectorwide pay rises, has led to an uptick in the industry's wage bill. Elevated purchase expenses have also weighed on the Private Schools industry, contributing to weaker surplus margins, which the industry states in place of profit margins. Private schools' esteemed reputation and perceived pathways to top-tier universities continue to fuel enrolment growth. In 2025, enrolments are set to surpass 1.5 million students. However, a marginal dip in the number of Catholic primary schools symbolises evolving societal attitudes towards religiosity and the impact of this on education choices. Revenue is expected to have inched upwards at an annualised 0.1% over the five years through 2024-25. This includes an anticipated drop of 1.3% in 2024-25 due to inflation, as the unadjusted revenue figure of $37.1 billion exceeds the revenue figure recorded in 2023-24. Increased federal government funding, which is slated to surpass $21.0 billion by 2027-28, is set to drive significant growth in industry revenue over the coming years. However, private schools will likely face greater scrutiny surrounding funding policies, which could lead to variations in funding structures. A forecast boost in the school-age population presents an opportunity for industry expansion. At the same time, legislation capping international student numbers at Australian universities may harm international student enrolment trends at private schools. While this would apply downwards pressure on revenue, high demand for domestic enrolments could partly offset potential reductions in demand from international students. Overall, industry revenue is forecast to rally at an annualised 2.3% over the five years through 2029-30 to $41.6 billion.

The report covers ICT Spending Australia, College Profile Australia, Australia Elearning Market, Australia Education Market, Australia Education System, Australia Education Statistics, Australian Education Exports.

This dataset contains information from Study 1 and Study 2 for this project including interviews, journal transcriptions, audio recordings, Excel & SPSS Output. Study 1 relates to the first part of this mixed-methods study, i.e. quantitative data analysis component including audio recordings, Excel and SPSS output, which investigated the cross-cultural adaptation (CCA) experiences of Chinese international students (CIS) studying in Australia. Data collection for the quantitative component took place during the Autumn semester (February to April) of 2015, whereby 133 CIS from the same university in the Sydney metropolitan area participated in this study (whereby the was 30 partial completions and 103 fully completed responses). The dataset comprised of SPSS Data (with corresponding pdf printoout) regarding Chinese students' L2 motivation, identity change, academic & sociocultural adjustment obtained from main Excel dataset. There was also audio recordings as well as a an excel spreadsheet of a modified Myers-Briggs responses from Study 2, i.e., the qualitative study, which was added as raw data, whereby the interview transcriptions of the audio recordings is found in the dataset for Study 2. Attached data is from Study 2, i.e., the qualitative component, of the mixed methods study investigating the cross-cultural adaptation (CCA) experiences of Chinese international students (CIS) in Australia. The data collection for this component of the study was conducted between 2017 to 2019, and involved 15 CIS who resided in mainland China who embarked on their first year residing and studying in Australia. These participants came from the same university in the Sydney metropolitan area. The dataset comprises of the interviews (derived from audio recordings) and diary journal entries of their CCA experiences as part of this short-term (3-month) longitudinal study. The dataset contains sensitive data that cannot be published. To discuss the data, please contact Dennis Lam 11165141@student.westernsydney.edu.au ORCID 0000-0002-7199-4378

As of June 2021, approximately 15.9 thousand Indonesian students were enrolled in Australian educational institutions. There has been a decline in total international student enrollments across Australian institutions compared to previous years due to the Coronavirus pandemic.

Australia International Tourism: Receipts data was reported at 26.234 USD bn in 2020. This records a decrease from the previous number of 47.953 USD bn for 2019. Australia International Tourism: Receipts data is updated yearly, averaging 25.629 USD bn from Dec 1995 (Median) to 2020, with 26 observations. The data reached an all-time high of 47.953 USD bn in 2019 and a record low of 10.169 USD bn in 1998. Australia International Tourism: Receipts data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Australia – Table AU.World Bank.WDI: Tourism Statistics. International tourism receipts are expenditures by international inbound visitors, including payments to national carriers for international transport. These receipts include any other prepayment made for goods or services received in the destination country. They also may include receipts from same-day visitors, except when these are important enough to justify separate classification. For some countries they do not include receipts for passenger transport items. Data are in current U.S. dollars.;World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.;Gap-filled total;

As of June 2021, approximately 13.7 thousand Brazilian students were enrolled in the Australian vocational education and training sector. There has been a decline in total international student enrollments across Australian institutions compared to previous years due to the Coronavirus pandemic.

The data set includes assessment marks of undergraduate international students from a private tertiary education provider in Australia. Two first year units Business Economics and Business Statistics were included over a two-year period (2012-2013). There were three main assessments that students had to complete in each semester: (a) two short multiple choice tests (Test 1 and Test 2); (b) mid-semester test (MST) and; (c) final exam (FE). The two short multiple choice tests included an individual test and a group test. T-tests, paired t-tests and regression analysis were used to ascertain if group work improves student outcomes. In particular, the marks for the individual tests are compared to the marks for the group tests.