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It argues that schools can equip young Australians with linguistic, cultural, and intercultural competencies for meaningful engagement with Asia. Evidence from Victoria identifies enablers and barriers, including policy guidance, declining Asian language enrolments, and teacher shortages. It highlights Beacon Schools and a Designated Bilingual Program as scalable models and recommends a National Asian Languages and Capability Strategy.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inquiry-into-building-asia-capability-in-australia-through-the-education-system-and-beyond-submission-144-executive-summary/315822/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inquiry-into-building-asia-capability-in-australia-through-the-education-system-and-beyond-submission-144-executive-summary/315822.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the submission argue about building Asia capability in Australia?","Question",{"text":113,"@type":114},"It argues that schools can play a pivotal role by equipping young Australians with linguistic, cultural, and intercultural competencies needed for meaningful engagement with Asia.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which barriers does the submission identify for Asian language provision and continuity?",{"text":118,"@type":114},"It highlights declining enrolments, teacher shortages and recruitment challenges, and variability in program continuity driven by local decision-making and community demand/supply limitations.",{"name":120,"@type":111,"acceptedAnswer":121},"What successful models does the submission use as case studies?",{"text":122,"@type":114},"It cites Victoria’s Hindi and Punjabi Beacon Schools and the Designated Bilingual Program, showing how language learning, intercultural understanding, and digital engagement can support sustained study outcomes.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},315822,1790466886,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":105,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Inquiry into Building Asia Capability in Australia through the education system and beyond  \nSubmission 144  \nSubmission to the House of Representatives Standing Committee on Education  \nInquiry into Building Asia Capability in Australia through the Education System and Beyond  \nExecutive Summary  \nThis submission responds to the House of Representatives Standing Committee on Education’s inquiry into building Asia capability in Australia, focusing on how schools can playa pivotal role in equipping young Australians with the linguistic, cultural, and intercultural competencies needed for meaningful engagement with Asia.  \nDrawing on evidence and experience from Victoria, the submission highlights key enablersand barriers in building Asia capability and presents successful models , such as the Hindi and Punjabi Beacon Schools and the Designated Bilingual Program. Both initiatives demonstrate how language learning, intercultural understanding, and digital engagement can be integrated to support students to continue their language study to senior secondary levels and achieve sustained, community-aligned outcomes.  \nKey points include:  \n• Victoria’s languages education policy 1 requires that all government schools teach a language, but local decision-making has led to variability in provision and sustainability of Asian languages.  \n• Enrolment in Asian languages is declining, particularly in senior secondary years, despite Australia’s regional engagement, geographical proximity and the emergence of Asia as a global economic force.  \n• Teacher shortages and recruitment challenges are significant barriers to program quality and continuity.  \n• Victoria’s Hindi and Punjabi Beacon Schools 2 have demonstrated good practice in building Asia capability through community partnerships, digital integration, intercultural learning, and regional engagement.  \n• Victoria’s Designated Bilingual Program3 offers an effective strong model of bilingual education, leading to biliteracy learning in students that demonstrate high levels of sociocultural, linguistic, academic and cognitive outcomes.  \n• There is a strategic opportunity for the Federal Government to invest in the establishment of beacon schools and bilingual programs for Asian languages to scale these models across Australia.  \nThe submission recommends the establishment of a National Asian Languages and Capability Strategy supported by:  \n• Investment in the teaching workforce for Asian languages  \n• Establishment of beacon schools and bilingual programs for Asian languages  \n• Cross-sector partnerships linking education, community, and industry  \n• Enhanced data and accountability mechanisms.  \n1 Department of Education, Victoria (2025) Languages Education Policy  \n2 State Government, Victoria (2024) More Schools To Offer Hindi And Punjabi Language Studies 3 Department of Education, Victoria (2024) Designated bilingual programs  \nInquiry into Building Asia Capability in Australia through the education system and beyond  \nSubmission 144  \nThis coordinated approach would position Australia to develop a globally competent, Asialiterate workforce capable of contributing to economic growth, social cohesion, and regional understanding.  \nIntroduction  \nThis submission responds to the Committee’s inquiry into building Asia capability in Australia, through the education system and beyond.  \nUsing Victoria’s effective languages education models as case studies , this submission highlights trends in the study of Asian languages in schools , identifies barriers to growth, and presents scalable models of effective practice that could inform national system-level reform.  \nPolicy Context: Language Education in Victoria  \nUnder the Education and Training Reform Act 2006 (Vic) and the Victorian Registration and Qualifications Authority (VRQA) requirements, Victorian schools must deliver a curriculum that substantially addresses the eight learning areas, one of which is Languages.  \nVictoria’s langu","cbCaicxn56HrIAda","https://ap.wps.com/l/cbCaicxn56HrIAda","pdf",145168,"English","# Executive Summary\n## Key points and recommendations\n# Introduction\n## Purpose and approach\n# Policy Context: Language Education in Victoria\n## Legislative and regulatory requirements\n# Current Trends\n## School language participation and enrolment\n# Models of Effective Practice for Building Asia Capability\n## Beacon Schools and bilingual education outcomes","[{\"question\":\"What does the submission argue about building Asia capability in Australia?\",\"answer\":\"It argues that schools can play a pivotal role by equipping young Australians with linguistic, cultural, and intercultural competencies needed for meaningful engagement with Asia.\"},{\"question\":\"Which barriers does the submission identify for Asian language provision and continuity?\",\"answer\":\"It highlights declining enrolments, teacher shortages and recruitment challenges, and variability in program continuity driven by local decision-making and community demand/supply limitations.\"},{\"question\":\"What successful models does the submission use as case studies?\",\"answer\":\"It cites Victoria’s Hindi and Punjabi Beacon Schools and the Designated Bilingual Program, showing how language learning, intercultural understanding, and digital engagement can support sustained study outcomes.\"}]","Inquiry into Building Asia Capability in Australia through the Education System and Beyond - Submission 144 - Executive Summary | PDF",1789906846]