English Language Admission Requirements: A Global Perspective
Dr Vincent Blokker1, Mr Michael James1
1IDP Education, Melbourne, Australia
This presentation will provide an overview of the English language requirements for university admission in Australia, New Zealand, Canada and the UK. However, English requirements across these countries are inconsistent, and the required proficiency levels differ significantly. This presentation will explore the risks of this disharmony and provide some best-practice tips on setting the correct score to ensure student success.
For instance, top UK universities require a higher proficiency level than some of their counterparts in Canada and Australia. There are also variances in the acceptance of different tests: most institutions accept high-stakes tests, which are also accepted by immigration authorities. However, some institutions are now also accepting less secure, low-stakes tests. We discuss the implications and draw on practical experience combined with research from Cambridge Assessment English at the University of Cambridge, who raised concerns about students starting university without the language skills they need to succeed.
In 2021, TEQSA criticised Australian universities for admitting international students without appropriate knowledge of English language skills. The regulator indicated this reflects negatively on the standard of Australian higher education. Similar concerns in the past also attracted criticism from academics and resulted in unfavourable media attention. This all adds to the financial, reputational, and possibly compliance risks for universities accepting people without the language skills they need to succeed.
Student and academic advisors will gain an understanding of how appropriate English language standards promote student success, reduce risk, and contributes to continuing the leading standard of Australian higher education.
Biography:
Vincent Blokker
Vincent works as IELTS Operations Manager at IDP Education. He promotes awareness and provides support to the wide range of organisations that use IELTS for entry, registration and migration purposes. Prior to this, he spent five years in operations and marketing for the world’s leading English language proficiency test. He has developed and presented IELTS information webinars for both stakeholders and test takers, written test preparation blogs, and led a customer support team. As a result, Vincent understands both the demands of test takers, and the requirements of stakeholders who accept IELTS results. Vincent holds a PhD in international relations and is currently working towards an MBA. Vincent believes English language tests should be human-centric, while combining the highest quality controls, security procedures and integrity management practices to ensure all stakeholders can trust in its results.
Michael James
As Director, IELTS Operations – Australasia & Japan, Michael oversees the management and business development of IELTS Test Centres in Australia, New Zealand, the Pacific and Japan. He is bilingual in English and Spanish, having been involved in multiple aspects of the international student industry for over twenty years in New Zealand, Latin America and Australia both in the public and private sectors. From first-hand classroom experience as an ESL teacher to academic leadership and curriculum design, school and business management, marketing and student recruitment, Michael has a sound understanding of the global education environment and the requirements of the international student and industry stakeholders.