Since its launch in 2014, the New Colombo Plan (NCP) has significantly changed Australia’s student mobility and internationalisation landscape, impacting not only students’ education and experiences but also institutional partnerships, structures and operations, national and regional mobility trends, models and practices, and public diplomacy.
This research digest provides a review of government policies and existing research on the NCP. It begins with an overview of the NCP and a discussion of the context for the Colombo Plan and New Colombo Plan. It provides comparisons with some international policy settings and trends on student mobility. It then discusses existing research on Australian students’ learning abroad via the NCP. This will be followed by a summary of the surveys on the NCP commissioned by DFAT. The digest concludes with implications for practice and further research.
Background
The Australian government has prioritised students’ engagement with, and
learning in, Asia due to its importance to the nation’s prosperity. The Rudd
initiatives of National Asian Languages and Studies in Schools Program
(NALSSP) and Prime Minister’s Australia Asia Awards, and the Gillard
AsiaBound initiative explicitly aimed to support Australian students to learn
targeted Asian languages and enrich Asian studies, gain work experience,
study and build professional connections in Asia.
Contribution
This Research Digest provides a review of
government policies and existing research
on the NCP. It begins with an overview of
the NCP and a discussion of the context for
the Colombo Plan and New Colombo Plan. It
provides comparisons with some international
policy settings and trends on student
mobility. It then discusses existing research
on Australian students’ learning abroad via
the NCP. This will be followed by a summary
of the surveys on the NCP commissioned by
DFAT. The Digest concludes with implications
for practice and further research.
Significance
The paucity of large-scale empirical
qualitative research on Australian students’
learning through the NCP program means
that Australia needs to develop a body of
evidence (Ciccarelli, 2015; Potts, 2016). This
will help inform appropriate policies and
practices that can maximise its students’
learning in and about the Indo-Pacific, and
enrich its cultural, social, economic and
intellectual capital related to the region.