Chapter 15 - Promoting 'China
literacy'?
An old missionary, the Reverend WH
Smith, once wrote a book saying that nobody
can really be an expert on China.
I have always added to that: and that is the way the Chinese prefer to keep it.[1004]
15.1
'China
literacy' refers to a population's level of awareness of the Chinese nation—its
people, culture, language, and history. China
literacy can be achieved through a number of primary mechanisms: school and
university-based education, public diplomacy, and cultural and sporting
activities aimed at elevating broader public awareness. Evidence to this
inquiry suggests that Australia's
capacity to expand and capitalise on pre-existing links will depend heavily on
the peoples' ability and willingness to understand and engage with China.
The promotion of China
literacy through education was a recurrent theme throughout the course of this
inquiry and will be discussed in this chapter. Public diplomacy, culture and
sport will be discussed in chapter 16.
Do Australians need to be 'China
literate'?
15.2
Several organisations and witnesses to this committee underscored
the need to develop China
literacy as part of an overall strategy to strengthen bilateral ties.
Increasing China
literacy was often linked to a more general need to increase the population's knowledge
of—and engagement with—Asian languages and cultures within the region and Australia.
Asialink's submission to this inquiry stated that the study of Asian languages
and cultures in schools is unquestionably in the national interest:
Knowledge and understanding of our nearest neighbours, our major
trading partners and the growing number of Asian Australians, are essential to Australia's
security, prosperity, regional relationships and the maintenance and growth of
an enriched and tolerant multicultural Australia.[1005]
15.3
The Asian Studies Association of Australia (ASAA) advanced
a number of reasons for Australia
to pay particular attention to Asia literacy. It stated
that interaction with Asia is an inevitable and natural
part of the life experience of growing numbers of Australians, and that one in
every 20 Australians comes from an Asian country. More than half of Australia's
trade is with countries of Asia, and Australia's
security increasingly depends on relations with the people of Asia.
Australia's traditional 'Eurocentric' viewpoint also creates a need to
communicate Asia's difference and varied history, tradition and politics. These
reasons combine to justify an increased emphasis on promoting Asian studies in Australia. [1006]
15.4
The Asia Education Foundation (AEF) has links across
all education sectors in Australia and China. Ms
Maureen Welch,
representing AEF, stated that it is in Australia's
national interest to develop a coordinated, well-funded approach to the
provision of Asian studies tuition:
When we are looking at engaging young Australians with Asia,
it is in our national interest, in particular to engage them with China.
This will ensure that we have a work force which can work effectively within
and across cultures both within Australia
and through the region. We can develop a sophisticated understanding of our
neighbours and therefore have active citizens who can work within a rapidly
changing world. There is the need for a national commitment to this issue and
we are beginning that process.[1007]
15.5
Dr Stephen
Morgan identified the need
for Australia
to invest more in raising Australia's
capacity to teach future generations of specialists, politicians and business
leaders in Asian languages—particularly Chinese. He claimed that developing expertise
in Asian languages would enable future leaders to use languages other than
English in pursuing legal, economic, business, and diplomatic affairs.[1008] As noted earlier, Dr
Morgan considered that this need was
pressing from a number of perspectives, not least of which to protect Australia's
security interests:
...my main concern is that we are struggling to maintain our
existing capacity. This obviously presents difficulties if we have a major
meltdown in China. For example, due to social or political disturbances
creating a crisis in the legitimacy of the Chinese Communist Party, we may find
that Australia would not have sufficient people able to provide advice to
intelligence agencies, your committees and defence services, let alone provide advice
to business and civilian interests wanting to work out how to deal with what is
going on in China. It is important that we look at how to improve the number of
Chinese-competent people coming through, but not only in language.[1009]
15.6
Professor David
Goodman reiterated these
concerns about Australia's
capacity to teach Chinese. He told the committee of his 'concerns that, given
the inevitability of increased relations with China,
we do not have the educational and intellectual infrastructure for dealing with
China'.[1010] Professor
John Fitzgerald
also commented that Australia
needs to better understand the role and contribution of Asian and Chinese
Australians and just not around a multicultural festival.[1011]
15.7
Mr Reginald Little
emphasised that China
literacy needs to extend beyond language to knowledge of Chinese culture and
philosophy. He considered that Australians doing business with the Chinese need
a full appreciation of the cultural context within which they are operating—not
just language skills.[1012] Chapter 13
clearly demonstrated this need.
15.8
He argued that Australia
needs to gain a greater understanding of the Confucian-Taoist underpinnings of
Chinese society, economy, science, and government in order to fully appreciate the
implications of our growing relationship, and achieve meaningful and productive
engagement. Mr Little's submission drew attention to the different
philosophical frameworks of understanding that impact on the way both nations
view the policies and approaches of the other, juxtaposing the influence of
Greek philosophical traditions on Western society with the Confucian-Taoist
concepts underpinning Chinese society:
The Greeks always sought clarity and deductive rigour whereas
Chinese sought correspondences, resonances and interrelationships...Because of
our tendency to reductionist, mechanist thinking, particularly in the area of
economics, we leave ourselves very vulnerable to not understanding the full
implications of acts we take within an economic context...[1013]
15.9
The committee accepts the evidence asserting the need
for greater China
literacy. The committee acknowledges that, given China's
growing importance to our economy, society, polity and security, investing in programs
designed to increase Australia's
China literacy—in
both the educational and broader societal context—is in the national interest.
Australia's capacity to deliver 'China literacy'
15.10
Despite the apparent need for greater China
literacy, the committee has received evidence that suggests Australia's
current level is inadequate. Whilst there are undoubtedly highly skilled
individuals in all fields, the level of awareness of and engagement with Asia
and China in
the general population is unfortunately low. Moreover, evidence showed that Australia's
capacity to improve China
literacy through education programs at the primary, secondary and tertiary
levels is declining.
15.11
The ASAA commented that Australia's capacity to teach
and learn about China in its universities is weaker than it was 10 years ago.[1014] The ASAA has been collecting
annual data on enrolments in Asian languages since 2001. Professor
Robin Jeffrey,
on behalf of the ASAA, also noted that, despite a growth in the numbers of
students undertaking Chinese language studies at the tertiary level, the
majority of students in these programs are from Asia. These
students are usually from character-based backgrounds (Chinese and Japanese),
return to their homes after their studies, and do not add to Australia's
foundation of knowledge or language ability.[1015]
15.12
In the 2002 report Maximising
Australia's Asia Knowledge,
the ASAA identified a number of challenges to the expansion of Australia's
Asia literacy. They included low rates of undergraduate
study in Asia-related subjects and a 'drying up' of Australia's pool of
specialist scholarly knowledge of Asia as academics age and social-science
budgets within universities do not allow for their replacement. It also cited
'headhunting' of many outstanding Australian scholars by overseas institutions
and political and economic upheaval in the region that has dampened popular
interest.[1016]
15.13
Dr Gary
Sigley, Director of the Confucius Institute,
outlined the difficulties experienced in convincing school principals to
introduce Chinese language studies into their curricula. He attributed this
reluctance to a 'not necessarily well-founded' perception that Chinese is alien
to English and difficult to learn. He stated:
Just to be able to speak basic conversational Chinese is not
that difficult. Also, there is a system of Romanisation—the Romanisation
system—with which you can teach students Chinese very simply within a short
time. [1017]
15.14
Dr Sigley
emphasised the importance of communicating in Chinese:
If you are able to speak a bit of Chinese, whether you are in
business or at whatever level of activity...the Chinese people really open up.
They really appreciate the effort that has been made. One thing that you notice
when you go to China
is the amount of energy, time and commitment that people put into learning
English...They appreciate very greatly any—even minimal—effort that a non-Chinese
speaker makes to learn a bit of Chinese. That you have gone out of your way to
make a bit of an effort they see as respectful of Chinese culture and people.[1018]
15.15
Dr Robert
Davis, ACCI, also commented on the
complacent attitude taken by Australians toward acquiring greater language
skills and Asia literacy:
The incentive for us to learn a foreign language is diminishing—‘Oh,
they will speak English.’...I am thinking of a member who is active in Thailand,
who said, ‘That’s all right for the short term—until you realise that, when you
have a little whisper aside, they can understand you; but, when they whisper in
their home tongue, you cannot understand them.’ You realise that you are at a
disadvantage after a reasonably short period of time. We have to overcome the
view, ‘Oh well, they’—whoever ‘they’ may be—‘will speak English.’[1019]
15.16
Mr Richard
Tan, President of the Chung Wah Association,
echoed Dr Davis'
sentiments:
When countries in South East Asia started
to develop, learning English became a national priority because of the legacy
of British colonialism. As a consequence, English speakers, including we
Australians, have no problems travelling to and doing business in these
countries without the need to speak their language. There is an assumption that
Chinese in China will also learn English so that they can trade with us. But
that is not the case...We have to take note of that fact, if we want to be
agile and mobile in the dynamic Chinese market, apart from just selling iron
ore, wool and natural gas, we need to have sufficient numbers of Australians
who can speak their language.[1020]
15.17
Professor Dennis
Altman also warned against relying on the
people of Asia to learn English:
The particular position of Australia in the world means it is
vital we have a critical mass of scholars who are aware of Asian history,
cultures and politics. It is too easy to assume that globalisation and the
increasing use of English makes such knowledge less important, even as our
relations with the countries of Asia become more significant (and perhaps more
complex) due to the rapidity of social and economic transformations. As any
real understandings of a society requires one to have an intimate knowledge of
its history, culture and language, the case for expanding Asian studies...can
only increase. The growing use of English as a sort of lingua franca does not
mean less need to learn Asian languages; indeed, it may increase this need, or
else force Australians to deal with the region through intermediaries whose
interests will not coincide with ours.[1021]
15.18
The committee shares the concerns of many commentators
and submitters to this inquiry that Australians do not appreciate the
importance of being 'China
literate' and that Australia
may not have adequate capacity within schools and universities to achieve an
acceptable level of China
literacy. Before reaching any conclusions, however, the committee considers the
government's approach to the teaching of China
language and culture in Australia.
Policy responses
15.19
The committee notes that DEST's submission does not
mention the study of Chinese-related subjects in Australia.
In evidence before the committee, Ms Buffinton stated that the study of Chinese
languages and culture was of 'strong interest' to the department. Even so, DEST
could only point to its support for a Chinese government initiative as evidence
of the federal government's support for China
literacy.[1022]
15.20
The committee also notes that federal government support
has been withdrawn from the major national initiative aimed at promoting
greater Asia literacy amongst Australian school
children. The AEF actively promotes and supports the study of Asia in
Australian schools. It informed the committee that until 2002, $A30 million
was available under the National Asian Languages and Studies in Australian
Schools strategy (NALSAS). The NALSAS was established through the Council of
Australian Governments (COAG) and had been in effect for 10 years. It had
provided a valuable source of funding to support initiatives aimed at promoting
the teaching of Asian languages and studies—particularly Chinese. Ms Welch
stated that there had been a number of negative results from the withdrawal of
funding including:
-
no proposed initiatives to develop curriculum
for schools about China, particularly materials to engage young students (CD-ROMs,
multimedia materials, etc); and
-
a reduction in the professional learning
opportunities available for teachers.
15.21
She stated:
My point is that we have developed a number of very useful
curriculum materials for schools and resources that have been very well
received by educators but, going forward, there are no funds for these types of
initiatives and there are no ways in which we can introduce young Australians to
China in particular.[1023]
15.22
The removal of NALSAS funding has adversely affected
the ability of the AEF to deliver its programs:
When the NALSAS program was in place, we were able to draw on a
lot of the funding streams that came out of NALSAS. In order to get
professional development programs going, in-country experience programs going
and resources produced, we could draw down on the NALSAS funding. That no
longer exists, and the result is that fewer teachers are being trained, fewer
teachers are going to Asia to learn about the region and
fewer resources are being produced.[1024]
15.23
The Australia–China Council (ACC) also commented on the
abolition of the NALSAS. Ms Dinah
Dysart, on the behalf of the ACC, stated
that it has had a big impact on the provision of language services. She gave
the committee a direct example of the detrimental effect that the cancellation
has had, and the subsequent need to divert already scarce funds away from other
aspects of the ACC's work:
I think [the cancellation of the NALSAS] has had a big impact.
In the last round of young people going to China
in their gap...we ended up funding a young man who was doing extremely well in
Chinese at his school, but the school stopped teaching it. In his tests he
still did well, but not as well, obviously, as the others, because he had been
struggling to maintain it, so we funded him anyway...we made a point of funding
this young man because he just did not have the chance to keep up his Chinese.[1025]
15.24
Had NALSAS funding not been withdrawn, that student—and
no doubt many others—would have had the resources available whereby he could
have maintained Chinese language proficiency, without drawing on the scarce
funds available to the ACC.
15.25
The committee considers that the cancellation of
federally-funded programs aimed at the promotion of China
literacy—such as the NALSAS—is unfortunate and demonstrates a failure to take a
long-term strategic view of Australia's
educational requirements. It would appear that, at a time when Australia should
be enhancing its capacity in China literacy, the government is withdrawing
support. In light of the growing body of evidence indicating China's importance
to Australia, the committee would like to see increased government funding and
promotion of China literacy.
Organisations promoting China literacy
15.26
In the absence of coordinated government support
through a scheme such as the NALSAS, there are nonetheless several other organisations
actively seeking to promote China
literacy through school-based education activity. Several of these organisations
provided the committee with an overview of their activities, and outlined
recent advances in the promotion of China literacy.
15.27
The AEF was established by DEST in 1993 to promote and
support the study of Asia across all curriculum areas in
primary and secondary schools. Its budget is very small—only $1.3 million per
annum—and alternative sources of funding previously available under the NALSAS
have ceased. It is worthy to note that the AEF's budget has been set at the
same level for over 13 years now. The AEF works with government and
non-government education providers and promotes the study of Asia
through curriculum and materials development, teacher professional development,
and schools development.[1026]
15.28
Ms Welch,
representing the AEF, told the committee that the inclusion of content on Asia
is a complex task, as 'change in education is fairly glacial...we are only making
a small dent in learning and teaching about Chinese languages in Australian
schools.'[1027] She stated that the
need for Asia education is becoming pressing. At a
recent national forum in Canberra, 140 key educators representing parents,
principals, professional associations, teachers and all education systems singled
China out as requiring particular focus:
Not only because of its growing economic and political influence
across the world but also because of the contributions of Chinese culture,
arts, science et cetera to our society and to our world generally. The national
forum believed it was very important for Australia’s
future to equip young Australians with skills to interact within our region in
a local and in a global context. There was a call for a greater sophistication
of that knowledge and understanding and therefore a greater investment in
education.[1028]
15.29
AEF indicated that it is currently lobbying the State,
Territory and Federal governments to obtain a national statement affirming the various
governments' commitment to actively promote the study of Chinese culture,
history and languages. Ms Welch informed the committee that the governments
have collaboratively agreed to national statements in the past, but these statements
have not required any action. Ms Welch stated that whilst there is definitely
'in principle' support from the various governments the AEF has lobbied, this
has not translated into a cohesive national strategy, or increased funding.[1029] Moreover:
In the development of that statement there is no implementation
plan and, at the moment, no funding to support any actions that could and
should emerge as a result of developing a national statement.[1030]
15.30
The AEF is now seeking a statement that would require
DEST to take carriage of an implementation strategy to increase teaching and
learning about China.[1031] The committee supports this
initiative.
15.31
The ASAA is a professional organisation for research and teaching about Asia in Australia.[1032]
Its submission to the inquiry lists a number of recent positive developments
towards greater Asia literacy, including:
-
the establishment of an International Centre for
Excellence in Asia–Pacific Studies (ICEAPS) at the Australian National
University that offers prospects for national coordination of Asia-related
activities;
-
the establishment of a National Centre for
Language Training at the University of NSW, that aims to provide short
practical beginners courses through to more advanced courses, which will be targeted
to the needs of Australian business;
-
an Asia–Pacific Futures Network (APFN), funded
by the Australian Research Council, providing a five-year capacity to network
research scholars and the wider community of professionals who work in
countries of Asia; and
-
an expanded scheme of Endeavour scholarships,
increasing opportunities for research scholars from Australia to work in Asia
and vice versa.[1033]
15.32
The Australia–China Council's (ACC) main contribution
through education-related programs—as distinct from the public diplomacy and
cultural exchange activities outlined below in Chapter 16—involves supporting students
whilst they undertake 'in country' training.
15.33
Ms Dysart
on behalf of the ACC informed the committee that there are three tiers to its
youth program. The first is the 'China Experience program', where the ACC sends
young students studying Chinese in years 10 and 11 to China.
The ACC also has a 'Year in China'
program, for young people in their gap year who have studied Chinese through
school. Students participating in this program go to a foreign language
university in Beijing for a year.
The third tier to the program is the 'Young Business Scholars in China'
program, designed for postgraduates who are reasonably fluent in Mandarin. Students
go to Beijing, undergo a month of brush-up language skills concentrating on
business language, and then undertake a Chinese business course. Students are
then expected to look for an internship with an Australian, Chinese or foreign
company in Beijing.[1034]
15.34
The ACC has also begun an initiative for the promotion
of Chinese language skills, in conjunction with the Chinese Language Teacher's
Federation of Australia, and is now funding a national Chinese language
speaking competition. Under the initiative, the ACC meets the cost of the
finalists' accommodation and airfares to Sydney.[1035]
15.35
The Western Australian (WA) government also actively
promotes China
literacy. The WA Department of Education and Training informed the committee
that WA's sister state arrangement with Zheijiang Province led to a Memorandum
of Understanding being signed in 1987 between the two government's respective
departments of education. This MOU facilitates educator exchanges focussing on
schools, TAFEWA, and teachers of the Chinese language. The MOU has also enabled
the creation of several sister-school relationships between schools located in Perth
and Hangzhou, leading to teacher
and student exchanges.
15.36
Eight WA State schools currently teach Chinese language
as part of their curriculum, and State teachers are also encouraged to take up
short-term contracts in China
teaching English as a second language.[1036]
Mr Jeff Gunningham told the committee that, given the strategic importance of
China to Australia, and WA in particular, the further promotion of China and
Chinese language studies 'is certainly an area I believe the Department of
Education and Training is looking at.'[1037]
15.37
Similarly, the Queensland Government has a number of
programs to promote China
literacy. In October 2003, an MOU on Education was signed between Queensland
and its sister-province Shanghai.
This MOU aims to establish collaborative projects of mutual interest in schools
and other educational institutions in order to further mutual understanding and
cooperation between the parties. Queensland has a similar MOU with Hubei
Province. Under the 2005-07 sister-state agreement with Shanghai,
English and Chinese language competitions have also been established in each
jurisdiction.[1038]
The Confucius Institute
15.38
The Chinese government has undertaken to establish a
global network of 100 Confucius Institutes. The committee is aware that the
Chinese Government has begun collaborating with two Australian universities for
the establishment of two institutes based in Western
Australia and Victoria.
15.39
Australia's
first Confucius Institute—based at the University of Western Australia
(UWA)—opened on 20 May 2005.
The committee also notes that the University
of Melbourne has announced that it
has recently signed a letter of intent to establish a Confucius Institute with
the Chinese Consul-General in Melbourne.[1039]
15.40
In addition to teaching, learning and promoting Chinese
language studies, the Institute will engage in cultural activities. It is hoped
that the Institute will form 'an important bridge to government, the local community,
the ethnic Chinese community, the broader community and the business community as
well.'[1040]
15.41
The UWA Confucius Institute is funded under a
partnership agreement by the National Office for Teaching Chinese as a Foreign
Language and UWA. Dr Gary
Sigley, Director of the newly-opened UWA
Confucius Institute, stated that the establishment of the Confucius Institute program
in Australia
is:
An indication of the efforts which the Chinese government is
making to reach out to the broader world, especially, in this case, in its understanding
and desire to promote the learning of Chinese language abroad...It is something
that I think is very important for Australia's own future and the future
relationship with China.[1041]
15.42
He told the committee that UWA's decision to host a
Confucius Institute was part of the university's broader internationalisation
strategy, and reflected a trend in recent years for faculties to increase their
collaboration with Chinese universities.[1042]
Between 140 and 160 UWA undergraduates receive Chinese language tuition, and
approximately eight postgraduate students are currently undertaking research on
China.[1043] UWA has also developed an
in-country program, whereby students are sent from Australia
to China and undertake
Chinese language courses.[1044] UWA's
international centre provides a limited number of bursaries to support students
participating in this program.[1045]
15.43
UWA has recently expanded its in-country program
through the establishment of closer links with Zhejiang
University. Zhejiang
University is located in Western
Australia's sister-province, and is now the partner
university of the Confucius Institute. UWA will begin to host Chinese exchange
students in 2005, and has also recently signed an agreement with the National
Office for Teaching Chinese as a Foreign Language, gaining accreditation to
administer the Chinese proficiency test.
15.44
Dr Sigley
stated that the UWA Confucius Institute would provide full-fee paying short-term
classes. The classes 'will basically be based on Pinyin and some basic
conversational etiquette for business people, government workers and so forth.'[1046] In the preliminary stages, the
courses will be offered as a part of the UWA's outreach public adult education
program.[1047]
15.45
Although recognising that the UWA Confucius Institute
is in its early days, the committee commends the initiative and the work the UWA
Institute has undertaken to date. It considers that the establishment of more
institutes around Australia
will assist to raise the level of China
awareness and China
literacy throughout Australia
at the tertiary level.
15.46
The committee welcomes the Chinese government's
interest in creating the Confucius Institutes. It notes, however, that where
the Chinese government has sought to establish Confucius
Institues, it would seem to have done so
through direct contact with the relevant host institution, rather than through
DEST.[1048]
Suggestions for improvement
15.47
Various witnesses and submitters to this inquiry made
suggestions to remedy Australia's
lack of China
literacy. A recurrent theme in all submissions was the need for greater
government funding and support to promote China
literacy programs.
Broader government strategy
15.48
A number of submitters advocated broad-based reform of current
policy frameworks and institutional structures. The ASAA made four broad
recommendations aimed at improving Australia's
Asia literacy. It suggested the creation of:
-
10 nationally funded chairs of language to
oversee the teaching and promotion of key languages;
-
a nationally funded and nationally available
method for teaching languages of lower demand;
-
15 entry-level positions to reposition and renew
Australian expertise on Asia; and
-
an Australian fellowship scheme for
distinguished young scholars to come to Australia.[1049]
15.49
The ASAA emphasised that these suggestions must be part
of a longer-term strategy to increase Australia's Asia literacy. The central
features of this longer-term strategy are found in the ASAA's report Maximising Australia's Asia Knowledge.
They include:
-
establishing a Council for Maximising
Australia's Asia Knowledge and Skills. This council would:
-
develop and promote Australia as a knowledge
centre for the study of Asia and for activities relating to Asia;
-
link Australia's knowledge and resources about
Australia in government, education, business, media, and non-government organisations
(NGOs);
-
promote the deepening and diffusion of Asia
expertise in primary, secondary and tertiary education systems; and
-
initiate Asia 'education programs' to renew and
reposition Australia's Asia knowledge.[1050]
-
creating a website linking Asia-related to sites
to form an 'Asia-Australia Knowledge Portal';[1051]
-
creating a range of web-based Asia-related units
of study to enable people to extend and deepen their knowledge of Asia;[1052]
-
creating undergraduate degree structures that
encourage students to easily incorporate study of Asia and international
experience into their courses of study;[1053]
-
improving the provision of language tuition to
teachers;[1054]
-
establishing fieldwork and language fellowships;[1055] and
-
promoting the provision of Asian studies in Year
11 & 12 curricula.[1056]
15.50
The ASAA also suggest the convening of a 'Language
Summit' to coordinate government and academic programs, and engage the wider
community in a discussion about how best to address Australia's ongoing
language development needs.[1057]
15.51
Going beyond specific recommendations, Professor
David Goodman
highlighted the need for firmer political commitment from the federal
government to the advancement of Asian studies. Although agreeing that
providing adequate funding is important, Professor Goodman emphasised that the
message emanating from government is imperative in creating a desire within the
general population to learn more about China:
It is the political message which is crucial. When this
particular [federal] government published its first white paper in 1996 or 1997...and
essentially sent out signals, ‘We are going to reconsider our commitment to
Asia,’ our enrolments in Asian languages plummeted. Our enrolments in European
languages rose...That is all it takes. Money is not unimportant, but I am more
concerned in one sense about the symbols that government puts forward. If
government came out and said, uncategorically, ‘You have got to go and do
China,’ that would be enough on one level...But it is not giving out those
messages.[1058]
15.52
The political messages emanating from government must,
however, be backed by financial support. Ms
Welch commented that, despite the work being
done by several organisations to promote China
literacy, budgets remain tight, with little indication that greater funding to
support China
literacy will be forthcoming. In particular, she noted that, whilst in
principle support had been given for the AEF's initiative to produce a national
statement affirming the need for enhanced Asia literacy:
There are no guarantees that we will be successful in putting
this on the national agenda. There needs to be funding for this area. There
needs to be a very long-term commitment. It is something that you need to seed
and it needs to grow over time. We are talking about introducing new knowledge
and understanding, and it is something that you cannot do in the short term.[1059]
Sector-specific suggestions
15.53
In addition to suggesting broader government commitment
to advancing Asia and China
literacy, many submissions also made recommendations specific to particular
education sectors.
Primary and secondary schools
15.54
The importance of introducing Asian content into
primary and secondary education as early as possible was frequently raised.
Several submitters also affirmed the benefit of 'in country' training—particularly
at the secondary level.
15.55
Ms Welch from the AEF noted that the China literacy of primary
and secondary teachers needs to be addressed. She claimed that there is a
significant need for teacher professional development and increased teacher
knowledge and understanding about Asia. She stated that the greatest barrier
for teaching about Asia is a lack of teacher knowledge:
Unless there is a determined strategy put forward, it will be
the case that we will miss, yet again, another generation of teachers for whom Asia
will be foreign and perhaps Asia will not be a focus
within their classrooms. That has a flow-on effect with young students as well.[1060]
15.56
Ms Welch also stressed the importance of providing
teaching materials and developing curricula with Asian content.
Tertiary education
15.57
The need for greater support for in-country training
was the most persistent theme to emerge in the tertiary education context. Professor
Goodman stated:
The lack of funding is serious in one area of language learning:
very few Australian universities send their students overseas to continue their
language studies. The reason is that it is twice as expensive as educating them
here. It is much less than half as efficient—it is woefully inefficient—to
teach people Chinese in Sydney when you could teach them Chinese in Beijing,
Guangzhou or wherever, yet the funding model that we have from the government
kneecaps us because we do not get enough funding to teach the students properly
in that way and we are not allowed to be free of fees.[1061]
15.58
Dr Morgan
noted that in the UK,
and many European universities, students are required to study in China
for a period of time as part of their undergraduate major in Chinese. According
to Dr Morgan,
students are given support to undertake in-country training, so that they do
not have to bear the full burden of the considerable costs involved. He stated:
It is that sort of training which not only improves their
language capability—that is important—but improves their social and cultural
understanding, which gives them the means to communicate much more effectively.[1062]
Dr Morgan
claims that this is certainly an area to which the government could contribute
in terms of raising Australia's
level of China
awareness.[1063]
15.59
Likewise, Dr Sigley
emphasised the need for greater support for in-country training and affirmed
the importance of in-country training for the establishment of personal
networks.[1064] He also underscored the
need for greater financial support for these schemes.[1065]
15.60
Dr Morgan,
whilst supporting in-country training, also suggested that greater emphasis
needs to be placed on developing language skills in concert with other skills
sets—for broader discipline areas to be married with competency in Asian
languages.[1066] He would like to see
more people trained in disciplines such as law, economics, business,
engineering and architecture that can competently use the Chinese language and
conduct themselves effectively in the Chinese cultural context. He does not think
Australia has
been able to develop the required capacity to provide individuals with these
skills. Dr Morgan's fundamental point is that competence in broader
disciplinary areas needs to be complemented with proficiency and understanding
in Asian languages and cultures—particularly Chinese. [1067]
Findings and recommendations
15.61
The committee considers that far higher priority should
be accorded to the promotion of Asia and China literacy. It is imperative that Australia
equips its children and young adults with the tools to engage meaningfully with
its neighbours into the future—particularly China.
The federal government should assume a leadership role in this regard, and send
a clear and unequivocal message to Australians that Asia
is important: we want and need to engage.
15.62
The Federal government should actively work with the
States and Territories to promote the uptake of Asian studies and the
incorporation of Asian content at the primary and secondary level. At the
tertiary level, students should be encouraged to undertake Asian studies and
gain vital in-country experience as part of their degrees. In short, the
government needs to adopt a far more proactive stance, and invest more in enhancing
China literacy.
Chinese students in Australia
15.63
One perhaps overlooked aspect of education is the role
that Chinese students studying in Australia
play in promoting bilateral linkages. As noted earlier, Dr
Sigley stressed that in-country training enables
Australians to build personal networks. The same could also be said of Chinese
students studying in Australia. Ms Valerie
Kelly commented on the relationship networks
forged by Chinese students during their stay in Australia
that could be used as a bridge for Australian businesses wishing to operate in China:
There were at least three of four companies that had started up
by going through trade missions, finding a product, deciding they could
value-add and then marketing it in Australia. Some of them are successful, but
a number of them fall by the wayside. That is becoming quite apparent. Interestingly
enough, the most successful ones are those that have had Chinese students in
Australia who then link to an Australian business and provide the networks. As
I mentioned in my summary, I think education is critical because, in addition
to the actual education, the long-lasting personal rapport that is built up
through education is critical.[1068]
15.64
Australia should seek to maintain contact with Chinese
students who have studied in Australia. The committee notes that a number of
countries have active alumni programs, whereby they seek to preserve the link
between a guest student and the host nation. The UK
has a particularly active program through the British Council, whereby UK
alumni are invited along to sporting, cultural, educational and networking
events aimed at promoting the UK.[1069]
15.65
DEST informed the committee that it views engagement
with alumni as very important, and told the committee that every two years there
is a major Australian alumni event in Asia. The last one
was held in Hong Kong in December 2004 and there was strong representation from
China. DEST stated, however, that although it does play a role and accepts that
there is scope for government activity, ultimately the establishment of alumni
networks is the responsibility of tertiary institutions. It recognised the
importance of alumni networks:
Of all the countries where I would suggest Australian
universities are particularly developing alumni, China is probably in the top
couple, if not the key one. A lot of institutions run quite strong alumni
arrangements with China. When we have done studies more broadly about why a
student chose Australia, we have found it is usually because of a referral from
a friend or family. That is by far and away the No. 1 reason and why I would
suggest that we have had the sort of growth that we have had.[1070]
15.66
Ms Dysart
advised the committee that the ACC tries to keep 'some kinds of alumni
connections.'[1071] It does not,
however, have a specific alumni program. Ms
Dysart agreed that developing alumni programs
is one of the most effective ways of strengthening linkages with China,
especially if students have had a positive study experience and have formed a
favourable impression of Australia.
She indicated that, whilst it was certainly of value and something that could
be developed, the funding was simply not available to allow the ACC to
undertake these activities.[1072] The
ACC suggested that with greater funding it could take a more proactive role in
developing alumni associations for Chinese students that had studied in
Australia.[1073]
15.67
Another element of the positive aspect of hosting
Chinese students—especially in tertiary education—arises from the student's exposure
to, and tuition within, a liberal democratic system. Commentators have noted
the capacity to exert intellectual influence over students, which in turn can
assist China to move towards a more democratic society. Edmund Fung has
written, however:
If Australia wants to influence the Chinese intellectually and
to encourage them to move in a more liberal and democratic direction, we must
try to get a better mix of students to come here, including more of those in
the humanities and social sciences, law and education. Modern Chinese history
has shown that political reformers were most likely those who had studied
politics, constitutional law, philosophy and the liberal arts in the West
and/or Japan.
In contemporary times the Taiwanese and South Korean cases have also
demonstrated that returned students who have done humanities, social sciences
and law in the West are more likely to espouse Western liberal democratic values
and to demand political and legal reforms. When they become political and
business leaders, they are better prepared to make change along Western lines.
Engineers and scientists are very important people, but they are rarely the
ones to initiate political and social change...it is easy to understand why the
Chinese government is reluctant to sponsor humanities and social science
students to go overseas. But it is possible for Australian universities to
change that to some extent by setting up post graduate scholarship schemes
whereby a certain number of awards would be allocated to applicants in those
areas every year.[1074]
Recommendation 22
15.68
The committee recommends that the Australian government
place a high priority on encouraging China
literacy in Australia
by;
- working
with the state and territory governments to reinvigorate the NALSAS to promote
the study of Asia across subject areas and at both the primary and tertiary
level and to support and encourage teachers to develop their Asia literacy;
- providing
more support for in-country language training for undergraduates and post
graduates—grants/scholarships/encourage and supporting universities to create
degree programs that incorporate in-country experience.
- promoting
'double degrees' for example by setting up scholarships in a discipline
combined with Asian language/cultural studies; and
- introducing
incentives, such as scholarships and sponsorship to encourage Chinese students
to apply for courses in the humanities and social sciences.
Recommendation 23
15.69
The committee recommends that DEST take a more active
role in working with Australian educational institutions to develop an
effective alumni program.
Conclusion
15.70
Education at the primary, secondary and tertiary levels
provides an effective means through which 'China
literacy' can be formally promoted, equipping Australian children with the
language skills and knowledge base to interact successfully with China.
15.71
The committee recognises the vital role that education
plays in promoting greater understanding and affinity between the Chinese and
Australian people. Federal and State governments of all political persuasions should
support and encourage the uptake of Asian studies in schools and universities,
and should more actively engage with Chinese students who are or have studied
in Australia. The committee urges the federal government to adopt a more
proactive stance in encouraging the development of greater China literacy. If
we are to gain the most from our growing relationship with China,
Australia needs
the capacity to understand and identify how, where and when opportunities to
draw closer to China
arise.
15.72
It is to that broader level of cultural awareness—achieving
understanding outside of formal education delivered at the primary, secondary
and tertiary levels—that the committee now turns.
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