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education and training—The migration and learning mix  \nLy Thi Tran  \nSchool of Education, RMIT  \nChris Nyland  \nInternational Business, Monash University  \nInternational VET students have divergent, shifting and in some cases multiple purposes for undertaking their VET courses. Students’motives may be instrumental and/or intrinsic and can include obtaining permanent residency, accumulating skills that can secure good employment, gaining a foothold that leads to higher education, and/or personal transformation. Moreover, students’study purposes and imagining of acquired values are neither fixed nor unitary. They can be shaped and reshaped by their families and personal aspirations and by the social world and the learning environment with which they interact. We argue that, whatever a student’s study purpose, s/he needs to engage in a learning practice and should be provided with a high quality education. Indeed, we insist this remains the case even if students enrol only in order to gain the qualifications needed to migrate. The paper details the  \nInternational vocational education and training 9  \nassociation between migration and learning, and argues that the four variations emerging from the empirical data of this study that centre on migration and skills’ accumulation better explain this association than does the ‘international VET students simply want to migrate’perspective. We conclude with a discussion of why the stereotype that holds VET international students are mere‘PR hunters’ is unjust and constitutes a threat to the international VET sector.  \nKey words: VET, international education, migration, study purposes, learning experiences  \nIntroduction  \nIn 2009, the extent to which the international VET sector has grown was brought to public attention by the charge that many colleges were catering to students who enrolled primarily to gain permanent residency (PR) and were producing poorly trained graduates (Marginson et al. 2010, Perkins 2009, Smith 2010). Responding to these charges, the Australian government amended the General Skilled Migration Scheme in ways that curtailed subjects popular with many international VET students, limited graduates’ ability to gain immigrant status and required independent skills testing of graduates. These regulatory changes were widely applauded, but a number of observers warned that highlighting the poor quality of‘dodgy’ private colleges risked labelling all international VET students as ‘PR chasers’ who have no real interest in study and hence increased the chances they will emerge as poor graduates (Mares 2009) .  \nIn this article we discuss the validity of the claim that international VET students simply want to migrate and are disinterested in the quality of their education (Birrell & Perry 2009, Birrell et al. 2009, Perkins 2009, Baas 2006) by drawing on interviews with  \n130 international students, teachers, general staff, directors and  \n10 Ly Thi Tran and Chris Nyland  \nCEOs from 22 public and private VET providers in three Australian states. We argue international VET students have divergent, shifting and in some cases multiple purposes for undertaking their chosen course of study. These motives may be instrumental and/or intrinsic, and can include obtaining permanent residency, accumulating skills that can secure good employment, gaining a foothold that leads to higher education, and/or personal transformation. We suggest, moreover, that students’ study purposes and imagining of acquired values are neither fixed nor unitary. They can be shaped and reshaped by their families and personal aspirations and by the social world and the learning environment. We hold that whatever a student’s study purpose is, s/he should be provided access to a high quality education. Indeed, we insist this remains the case, even if students enrol only in order to gain the qualifications needed to m","cbCaitZmkF159Lv7","https://ap.wps.com/l/cbCaitZmkF159Lv7","pdf",250849,24,"English","# International vocational education and training—The migration and learning mix\n## International students’ motives for undertaking VET courses\n## Introduction","[{\"question\":\"What purposes do international VET students have for undertaking their courses?\",\"answer\":\"International VET students may study for instrumental and/or intrinsic reasons, including obtaining permanent residency, building skills for employment, gaining a pathway to higher education, and personal transformation.\"},{\"question\":\"How does the paper connect migration with learning in international VET?\",\"answer\":\"It argues that variations centered on migration and skills accumulation better explain the association between migration and learning than the view that students simply want to migrate.\"},{\"question\":\"Why is the stereotype of international VET students as ‘PR hunters’ criticized?\",\"answer\":\"The paper concludes the stereotype is unjust and poses a threat to the international VET sector, because students’ motives and engagement in learning are more complex than the stereotype suggests.\"}]","Australian Journal of Adult Learning - Volume 51 - Number 1 - April 2011 | PDF",1792077320]