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Study in Australia

Why Study in Australia

When most people think of Australia, they see wide open spaces of outback bush, kangaroos, koalas and clean air and water. However, Australia has so much more to offer than just that! Many international students are choosing to study in Australia because of its friendly, laid-back nature, excellent education system, and high standard of living.

Growing Destination

Australia is currently the third most popular destination for international students in the English-speaking world, behind the United States and the UK. Many international students choose to study there because of the cultural diversity, friendly natives, and high quality of education.

Global Recognition

Schools and employers all over the world recognize degrees from Australian schools. Graduates from Australian schools are highly sought after due to the impressive international reputation of the Australian education system. This system is carefully regulated by the Australian government in order to maintain the high standards of education associated with the country.

Cost of Living

Australia’s standard of living is amongst the highest in the world. Living expenses and tuition costs are considerably lower in Australia than they are in the United States and United Kingdom. International students are able to work part time while they study, allowing them to offset their living costs. There is also the possibility of scholarships, which can help to lower the cost of studying in Australia for international students.

Diversity of Education

Institutions in Australia offer a wide variety of courses and degrees, so international students can easily find the school and field that are right for them. The first decision international students have to make when choosing a degree program is which type of school is most catered to their needs and interests. Students can choose between universities, vocational education, and English language training. If necessary, it is easy for students to move between one qualification levels and from one institution to another.

Technology

One of the most appealing aspect of the country for international students is the quality of scientific research. Australia is at the forefront of new technology and innovations. Students who study in Australia can take advantage the country’s impressive technology and research resources.

Work

Students visiting the country are allowed to work up to 20 hours per week while they are studying in Australia. This is a great opportunity for students who want to earn money to help with living expenses during their stay, and for students who want to gain work experience in their field of interest while they study.

When most people think of Australia, they see wide open spaces of outback bush, kangaroos, koalas and clean air and water. However, Australia has so much more to offer than just that! Many international students are choosing to study in Australia because of its friendly, laid-back nature, excellent education system, and high standard of living.

Student Life in Australia

When it comes to studying abroad in Australia, academics is only half the picture. International students choose Australia not only for the high quality schools, but also for the unique cultural experience. While students prepare for time overseas, they should spend some time thinking about how to ensure the best student life experience possible.

The first major decision that affects student life in Australia is housing. International students in Australia have a variety of housing options, and housing is usually set up through the university or a study abroad program. International students should carefully consider their housing options. On campus housing allows students to have immediate access to student clubs and academic resources, which is not only helpful for studying purposes, but can also help students develop relationships. Even if students choose to live off campus, all international students in Australia should be sure to live close enough to campus to easily partake in classes, activities, and clubs. 

International students in Australia, whether on campus or off campus, should also prepare themselves for a roommate. Having a roommate can help international students make connections and venture out, which can be a quintessential step in experiencing student life in Australia. For some tips to have a successful interaction with a roommate, consider the ideas listed Student Life in Australia.

Though housing has a significant impact on student life in Australia, nothing is more important than the student clubs available on campus. All schools and universities, no matter how large or small, will have a number of student organisations. These clubs can range in focus, from simple study groups to specialised activity clubs. In this way, students can join clubs that explore outdoor activities such as surfing, rowing, or cycling. Many schools will have information on clubs during orientation, and most international students will receive details regarding clubs as part of their welcome kit.

Student life in Australia benefits greatly from university activities. These activities will vary from school to school, and can include everything from special guest speakers to group mixers. Students can even participate in group sporting opportunities, either casually or competitively International students can use these activities as a way to not only meet new people, but to experience the culture of the school. Most schools will advertise upcoming events on their websites. 

Statement of Purpose – Guidelines

The Statement of Purpose must focus on future career plans, reason for taking this course and your past study. It should give an overview about yourself, your mindset and also your quality of English.

This statement forms a vital part of your application and helps the University to assess an application. It should include:

  • The reason why you wish to study your chosen subject
  • Any experience you have to past study related to your chosen subject.
  • Any employment experience.
  • The reasons you wish to study in the UK.
  • Your ambitions / goals / expectations.
  • Personal and other areas of interest (Hobbies, sports, social or leisure).
  • Any other information, which you feel, will support your application

The statement should be approximately 350 words. You should be clear and genuine in your writing as far as possible and check thoroughly for spelling and grammar mistakes before submitting to make it error free.

We mention below in brief, steps that you can use to draft a good statement of purpose. Please note that these are only guidelines and are not intended to stifle your creativity. Our purpose in giving you these guidelines is to give you a sense of direction in terms of the required content.

Brief Introduction

The first paragraph could consist of your name, a personal philosophy/motto if you like, a little about your personality, your area of strength and finally your personal interests (hobbies/sports). You could also use this as an opportunity to acknowledge your family to be the source of motivation, encouragement and tremendous support. If you plan to take your spouse and/or your children along or for that matter, leave them behind ensure that you provide convincing explanations for the same.

Education Background

In chronological order, mention all of your academic achievements with the respective dates. Mention the medium of instruction in school and in college. Include those projects
Research, internships and training undertaken during your period of study connected to your proposed area of study. Mention your academic strengths, highlighting achievements and receipt of any awards, rank and scholarships in the relevant field if applicable.

Explain shifts in education interests, instances of weak academic performance repeated failures, and consistent ‘achievement of low marks and breaks in education, if any. If there is a similar course available in India, you will have to elaborate your reasons for not wanting to enroll in it in India. Concrete and substantial links must be established, between your previous academic background and your proposed course of study.

Employment History

In case of relevant work experience, a connection must be established with the proposed course of study. In the event of break/s in employment, mention and provide an explanation for the same. If you are working with the family business, highlight the scope and application of the proposed course of study in relation to the family’s business interests.

Highlight Purpose for Proposed Course of Study

Mention the actual reasons for taking the proposed course, properly indicating your wish to specialize in the particular field as applicable. Highlight the reasons for choosing UK as well as the particular institution of study.

Career Goals

You will have to explain explicitly why you want to pursue your chosen course of study (do include an outline of your course) in the Institution in UK and how on its completion, it will help you in your career pathways. This point is absolutely essential and it must be explained very clearly. Mention your career aspirations, both short-term and long-term and how the UK qualification will help you achieve them. Also mention your plans upon your return to India, whether you have a family business to return to or if you wish to join a firm or set up a business concern of your own. Please remember that your goals should be concrete and realistic and based on sound inferences.

In Conclusion

Finally you can mention how you did find about the programme at the university you are applying for and any special reasons in choosing the same .Conclude by requesting the Institution to admit you into the program of your choice.

Name:                                                Date :

Signature :

Statement Of Purpose- DO’s & Don’t’s

Do’s & Don’ts

Don’ts

  • Don’t underestimate the importance of the essay (A very common mistake).
  • Don’t underestimate the length of time it will take to write your statement.
  • Don’t have someone else write it for you! There are ethical issues involved here, but you are also the best spokesperson for yourself.
  • Don’t list everything you have ever done. There is usually a place on the application to list your activities.
  • Avoid giving unnecessary details. The statement should read smoothly.
  • Don’t mention your interest for one particular school in a general application that is being sent to many schools and vice a versa.

Do’s

  • Keep a journal of your work and volunteer experience.
  • Get an early start. This cannot be stressed enough.
  • Be honest, consistent and straightforward.
  • Be specific, not general.
  • Be comfortable with the image of your self that you’re presenting.
  • Pay attention to detail – absolutely no spelling or grammatical errors.
  • Your statement must be neat and error free. No excuses . . . you must make a good impression.
  • A summary of your accomplishments first
  • Background information – people and events that influenced your decision.
  • Learning experience(s) that serve as a foundation for your choice of career
  • Where you picked up first-hand information/experience about the field
  • Your own appraisal of yourself (strengths, weaknesses, uniqueness)
  • Leadership role activities
  • Career objectives and goals
  • Let your personality and individuality come through. Give insight on your hopes, goals, motivations and dedication. Be interesting and unique. Do not be afraid to let your passion and commitment to a career come through.
  • Take the opportunity to explain anything you feel might raise questions (e.g., a weak academic quarter . . . Explain what was going on in your life, if a personal or academic issue affected you).
  • Be responsible for your own background. Don’t discuss or compare your self to the application standards or other students.
  • Have someone else read your statement but be careful of advice. Get two or three different opinions. Remember, it is your personal statement but other opinions and professional advice can make the difference in gaining acceptance.
  • Write a draft, edit, and re-write as many times as needed.
  • Make the essay look good. This makes it easier and more enjoyable to read. Follow the guidelines for length, margins, and do not use too small a font. You can squeeze more on a page that way, but readers see hundreds of statements and don’t have time to deal with smallfont.Keep a photocopy of each essay you write. You need to keep a copy of every single piece of your application. It is imperative you have copies of everything, both for your own reference before you go to an interview and as documentation in case someone else loses or misplaces your application. This has happened to students, and you do not want to have to recreate anything. Keep paper copies in addition to disc copies.
  • Read your essay before an interview. Make sure you know what you wrote.
  • Be prepared to discuss and defend essay points during the interview.
  • Schools prefer unique essays so avoid copying any others

Sample SOP

The following statement of purpose was written for University of Wisconsin-Madison’s PhD in American History. The instructions in the application materials regarding the statement are: ‘Attach a statement describing your reasons for graduate study. Include a brief overview of your current degree goals, your professional aspirations, and your reasons for selecting a field of study.’

I was born and raised in a city that can trace its roots back to the Roman legionary fort of Deva, in a house that dates back to the Reformation, and studied at a university that predated Columbus by three centuries. So what could America have that I didn’t already have in abundance where I was?

The first inkling of an answer to this question came when I started work on my first course of American history as an undergraduate at Oxford. It was then that I finally discovered what it was I wanted to do in life. When I returned to education after five years of working I was no clearer in my own mind as to what career I wanted to aim at. I selected a history degree because I was aware of a nagging absence of an understanding of how the world got to be the place it is today, and that I wanted to rectify. I set out with the intention of covering as wide a sweep of history as possible, with an emphasis on my own country, and also the country that had held a fascination for me since I was a child – America.

My first year on Britain and Europe was enjoyable, and told me I was more of a 19th century buff than a medievalist, but the variety helped give perspective. It was only when I started my first paper on American history that things became clearer. The sheer vigour, freedom and effervescence of what I was studying took my breath away. Britain does have a rich and glorious past, but in many ways it is now held back by its history, so set in its ways that change is extra difficult. America did not have that problem; it simply cherry picked the best bits from other systems, adapted it to its own needs, and never stopped moving forward. Such freedom was alien to me and to the system that introduced it to me, but it was refreshing and invigorating too. That same year I made several good friends amongst the visiting JYAs and visited them on their home turf, a trip that helped cement my fascination with America.

From then on it became clear what I really wanted to do – US history. My other courses, already chosen, were interesting and gave different perspectives, but I only really came alive when studying America. My plan to move into journalism once graduated was dropped and I went straight into a Master’s course in American history. I wanted to broaden my understanding, and also see if I really was committed to further study. Certain aspects of my time at Sussex were dissatisfying, but one that wasn’t was the enjoyment I got from the work, especially the independent research for my thesis.

That is I why I write to you now. I am asking you to give me the opportunity to fulfil a wish, long cherished, of being able to study nothing but American history, taking the courses I want to take, with professors of my own choosing. That this decision has not been lightly taken is illustrated by the fact that if my application is successful I will be leaving friends, family and my own country behind for upwards of five years.

My major interests lie in the 19th century, and focus on slavery and Native Americans. My MA thesis was an investigation of racist beliefs amongst the Five Civilised Tribes (FCTs) towards their black slaves, and the reasons for these beliefs. My conclusion was that these racist beliefs were a self-defence mechanism designed to differentiate themselves from blacks and thus move back up the racial hierarchy and avoid the worst excesses of white racism.

While I would envisage taking my MA thesis further to form the basis of my doctoral dissertation – I uncovered many interesting side-issues that I did not have the time to pursue in the course of my MA – my interests centre on slavery and its culture. One of the issues, for example, that I wanted to look at but never even had time to start was a comparison of slave culture under Native American masters as opposed to white owners. For this reason I would like to track certain elements of slave culture back to their African roots and see how many were adaptations and survivals of tribal culture in Africa.

Equally I would also like to do more research into Native American culture in order to see if there was any transfer of cultural traits from them to their slaves. Such transfer of cultural practices between groups would seem to offer a useful insight into the racial attitudes of the three groups as whole, with the adoption of African practices by Native Americans offering particular insight into their true attitudes toward Africans. If the FCTs did adopt African practices at an earlier stage in their joint history then it could be claimed that later racism by the FCTs towards their slaves was a result of the pressure of white attitudes upon them. Submission to such pressure would therefore indicate a willingness to assimilate and become more acceptable to the wider white society. The Seminole, for their amicable role towards runaways and blacks generally and animosity to assimilation, would be an integral part of such a study. A comparison of slavery as practised by Native peoples in other parts of the US – the Pacific Northwest for example – and also in Latin America would also be useful for my research.

My goal is to teach history – preferably at university level – and hopefully be able to convey to my students my own passion for the subject. The best teachers I have had in my academic career thus far have been those who’s fascination and love of their own subject has shone through and animated them. There is no other feeling quite like the sudden rush of realisation and understanding when another piece of the jigsaw drops into place and the larger picture of which it is a part is drawn more closely into focus. If I could convey even a fraction of the buzz it gives me to make that connection and complete the picture then I could look forward to as fulfilling and satisfying a working life as anyone could lay claim to.

When I first started looking into possible destinations for doctoral work one of the first institutions recommended to me was Madison. Once I actively started researching the University I found the faculty helpful, interested, and swift to reply to any queries I sent. The Department also houses a multitude of specialists in all the fields I am looking to study. Professors Blackhawk for Native America; Professor Cronon for Native Americans, the West, and the Frontier; Professor Kantrowitz for southern culture, racism and white supremacy; Professor Lee on slavery; Professors Stern and Scarano for slavery in Latin America and the Caribbean respectively; Professors Spear and Thomas on Africa, its pre-colonial culture, and the Diaspora; Professor Cohen for Colonial and early America, Religion and Native Americans; Professor Boydston for westward expansion and Removal, as well as others in the broad categories of African-Americans, the South, and Africa.

From the website listings I also identified nearly 30 courses that I would be interested in taking, and the program would also enable me to further my knowledge of French, allow me the opportunity to sample anthropology or archaeology for use as an extra research tool.

I also believe from my correspondence with faculty that there are already a couple of students at Madison working in similar areas to the one I propose.

Simplified student visa framework

The simplified student visa framework (SSVF) came into effect on 1 July 2016.

Key changes

The SSVF has been designed to make the process of applying for a student visa simpler to navigate for genuine students, deliver a more targeted approach to immigration integrity and reduce red tape for business.

From 1 July 2016:

  • international students will apply for a single Student visa (subclass 500) regardless of their chosen course of study
  • student guardians will apply for the new Student Guardian visa (subclass 590)
  • a single immigration risk framework will apply to all international students
  • all students and student guardians will generally be required to lodge their visa application online by creating an account in ImmiAccount.

Combined country and provider immigration risk model

The combined immigration risk outcomes of the student’s education provider and country of citizenship are used to guide the level of financial and English language capacity related documentation that the student needs to provide with their student visa application.

​Online document checklist tool for students

The online document checklist tool advises students about the documentation they need to provide with their visa application based on their combined country provider immigration risk outcomes. The tool can be found at Student visa (subclass 500).

More information is available about combined country provider immigration risk model (policy overview).

Financial capacity requirement

Student visa applicants must have sufficient funds available for the duration of their stay in Australia. More information is available about financial capacity requirement.

The living costs that students are asked to declare or provide with their visa application are intended to be indicative of the cost of living in Australia. Students should research actual living costs in Australia as this varies according to the area in which they intend to live.

Students should not rely on work to support themselves or family while in Australia.

English language requirement

Applicants must meet the English language requirement to be granted a student visa.

It does not mean that students are eligible to enrol in a particular course. Education providers have separate responsibilities under the Education Services for Overseas Students Act to ensure that students have sufficient levels of English for their intended course of study.

Other requirements

Applicants must also meet all other core visa criteria. These include:

Evidence of enrolment

Students who are outside Australia must be enrolled in a registered course of study and provide a Confirmation of Enrolment (CoE) when they lodge their student visa application.

Students in Australia can apply with a letter of offer or a CoE but must have a CoE to be granted the visa.

Evidence of enrolment for other students are:

  • secondary exchange students – an Acceptance Advice of Secondary Exchange Students form
  • postgraduate research students required to remain in Australia for marking of their thesis – letter from their education provider
  • Department of Foreign Affairs and Trade (DFAT) and Department of Defence sponsored students – letter of Support from DFAT or Defence.

Changing course

On 1 July 2016, a new condition was introduced requiring all Student visa (subclass 500) holders to maintain enrolment at the same level or a higher Australian Qualification Framework (AQF) level for which they were granted a visa, unless they are undertaking a doctoral degree (AQF10) and transfer to a master’s degree (AQF9).

Transferring to a lower AQF level course or transferring from an AQF level course to a non-AQF Award course is a breach of the student visa condition and might result in the visa being cancelled.

Students who want to change to a lower level course or non-award course must apply for, and be granted, a new student visa before they change their course. More information is available about changing courses.

Standard 7 of the National Code of Practice for Providers of Education and Training to Overseas Students 2007 also applies to transfers between CRICOS registered providers. More information is available at the Department of Education and Training’s website.

School sector requirements

From 1 July 2016, all school students must be of an appropriate age for the entry level for their school course, regardless of their country of citizenship. 

Generally the maximum grant period for a student visa grant is five years, with the exception of primary school-aged students where a maximum period of two years will generally be applied.

More information is available about school students in the Student visa (subclass 500).

Welfare for under 18 year old students

Students under the age of 18 years of age must have adequate welfare arrangementsin place while in Australia.

Course packaging

Students can package two or more courses on one student visa where there is progression from one course to another.

Education providers do not need to formally nominate educational business partners and can package with other education providers with whom they have a commercial arrangement.

Family members of students

From 1 July 2016, family members of existing student visa holders need to apply for aStudent visa (subclass 500) if they do not currently hold a student visa and wish to join the student in Australia.

There are no restrictions on the duration of particular courses that the student must study to be accompanied by family members, including dependants who later join the student in Australia.

More information is available about bringing your family with you.

Reporting by education sector

We maintain the capacity to report on visa outcomes by education sectors. These education sectors are aligned to the replaced seven (subclass 570–576) student visas. Information regarding these education sectors is included in student visa grant letters and Visa Entitlement Verification Online (VEVO).

Processing times

We aim to finalise 75 per cent of complete student visa applications within one month of lodgement.

Processing times are reduced when applicants submit all required documents with their visa application. Failure to submit all required documents may lead to processing delays or visa refusal.

  • charles sturt university(melbourne & sydney)

  • carrick institute of education

  • canberra institute of technology

  • box hill institute of tafe

  • australian technical and management college

  • australian school of management

  • australian national airline college

  • chisholm institute of tafe

  • deakin university

  • edith cowan university

  • embassy ces

  • eynesbury international

  • federation university australia

  • flinders university

  • gold coast institute of tafe

  • hospitality management institute of australia

  • iibit(international institute of business and information technology)

  • intensive english language institute

  • james cook university

  • kangan batman institute of tafe

  • kaplan business school

  • latrobe melbourne

  • la trobe university

  • le corden bleu

  • murdoch university

  • newcastle international college

  • perth institute of business and technology

  • australian national institute of business and technology

  • australian college of applied education

  • barrier reef institute of tafe

  • bradford college

  • cambridge international college

  • carnegie mellon university

  • celusa

  • charles darwin university

  • charles sturt university

  • cquniversity australia

  • curtin international college

  • Curtin university sydney

  • homesglen institute of tafe

  • holmes institute

  • griffith university

  • queensland international business academy

  • qibt

  • murdoch institute of technology

  • monash university

  • melbourne polytechnic

  • metropolitan south institute of tafe

  • melbourne institute of technology

  • melbourne institute of business & technology

  • martin college

  • macquarie university

  • royal melbourne institute of technology

  • sarina russo

  • south australian institute of business and technology

  • tasmania polytechnic

  • taylor college

  • phoenix academy

  • queensland university of technology

  • south bank institute of technology

  • brisbane north institute of tafe

  • australian college of technology and business p/l

  • australian catholic university

  • tafe south australia

  • tafe western australia

  • tafe new south wales

  • southern cross university

  • the cantillon institute

  • tropical north queensland institute of tafe

  • university of canberra

  • university of new england

  • university of south australia

  • university of tasmania

  • University of Technology Sydney

  • University of Western Sydney

  • University of Wollongong

  • Uts Insearch

  • Victoria University

  • Widebay Tafe

  • William Angliss Institute of Tafe

  • Resume / Bio-data ( resume is mandatory for MBA)

  • Statement of Purpose for masters programmes and especially for MBA programmes

  • Graduation Degree Certificate / Provisional Certificate (if applying for PG)

  • Transcripts of marks

  • Standard 12 mark sheet

  • Standard 10 mark sheet

  • 2 Recommendation letters (out of which at least 1 should be academic, with the other being from the work place, if student is working)

  • Work experience letters (if applicable)

  • IELTS / TOEFL/PTE scorecard (as proof of English proficiency) but for visa IELTS is mandatory

  • Any other relevant certificates

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  • Completed Australian student visa application form (157A)

  • Paid visa application fee

  • Copy of passport biodata page (some students may be asked to physically provide their passport)

  • Certificate of Enrolment or Letter of Offer

  • Evidence of sufficient funds

  • Evidence of health insurance cover

  • English proficiency test results

  • Criminal record check results

  • Four recent passport-sized photographs

+ Why Study @ Australia

Why Study in Australia

When most people think of Australia, they see wide open spaces of outback bush, kangaroos, koalas and clean air and water. However, Australia has so much more to offer than just that! Many international students are choosing to study in Australia because of its friendly, laid-back nature, excellent education system, and high standard of living.

Growing Destination

Australia is currently the third most popular destination for international students in the English-speaking world, behind the United States and the UK. Many international students choose to study there because of the cultural diversity, friendly natives, and high quality of education.

Global Recognition

Schools and employers all over the world recognize degrees from Australian schools. Graduates from Australian schools are highly sought after due to the impressive international reputation of the Australian education system. This system is carefully regulated by the Australian government in order to maintain the high standards of education associated with the country.

Cost of Living

Australia’s standard of living is amongst the highest in the world. Living expenses and tuition costs are considerably lower in Australia than they are in the United States and United Kingdom. International students are able to work part time while they study, allowing them to offset their living costs. There is also the possibility of scholarships, which can help to lower the cost of studying in Australia for international students.

Diversity of Education

Institutions in Australia offer a wide variety of courses and degrees, so international students can easily find the school and field that are right for them. The first decision international students have to make when choosing a degree program is which type of school is most catered to their needs and interests. Students can choose between universities, vocational education, and English language training. If necessary, it is easy for students to move between one qualification levels and from one institution to another.

Technology

One of the most appealing aspect of the country for international students is the quality of scientific research. Australia is at the forefront of new technology and innovations. Students who study in Australia can take advantage the country’s impressive technology and research resources.

Work

Students visiting the country are allowed to work up to 20 hours per week while they are studying in Australia. This is a great opportunity for students who want to earn money to help with living expenses during their stay, and for students who want to gain work experience in their field of interest while they study.

When most people think of Australia, they see wide open spaces of outback bush, kangaroos, koalas and clean air and water. However, Australia has so much more to offer than just that! Many international students are choosing to study in Australia because of its friendly, laid-back nature, excellent education system, and high standard of living.

+ Student Life in Australia

Student Life in Australia

When it comes to studying abroad in Australia, academics is only half the picture. International students choose Australia not only for the high quality schools, but also for the unique cultural experience. While students prepare for time overseas, they should spend some time thinking about how to ensure the best student life experience possible.

The first major decision that affects student life in Australia is housing. International students in Australia have a variety of housing options, and housing is usually set up through the university or a study abroad program. International students should carefully consider their housing options. On campus housing allows students to have immediate access to student clubs and academic resources, which is not only helpful for studying purposes, but can also help students develop relationships. Even if students choose to live off campus, all international students in Australia should be sure to live close enough to campus to easily partake in classes, activities, and clubs. 

International students in Australia, whether on campus or off campus, should also prepare themselves for a roommate. Having a roommate can help international students make connections and venture out, which can be a quintessential step in experiencing student life in Australia. For some tips to have a successful interaction with a roommate, consider the ideas listed Student Life in Australia.

Though housing has a significant impact on student life in Australia, nothing is more important than the student clubs available on campus. All schools and universities, no matter how large or small, will have a number of student organisations. These clubs can range in focus, from simple study groups to specialised activity clubs. In this way, students can join clubs that explore outdoor activities such as surfing, rowing, or cycling. Many schools will have information on clubs during orientation, and most international students will receive details regarding clubs as part of their welcome kit.

Student life in Australia benefits greatly from university activities. These activities will vary from school to school, and can include everything from special guest speakers to group mixers. Students can even participate in group sporting opportunities, either casually or competitively International students can use these activities as a way to not only meet new people, but to experience the culture of the school. Most schools will advertise upcoming events on their websites. 

+ SOP

Statement of Purpose – Guidelines

The Statement of Purpose must focus on future career plans, reason for taking this course and your past study. It should give an overview about yourself, your mindset and also your quality of English.

This statement forms a vital part of your application and helps the University to assess an application. It should include:

  • The reason why you wish to study your chosen subject
  • Any experience you have to past study related to your chosen subject.
  • Any employment experience.
  • The reasons you wish to study in the UK.
  • Your ambitions / goals / expectations.
  • Personal and other areas of interest (Hobbies, sports, social or leisure).
  • Any other information, which you feel, will support your application

The statement should be approximately 350 words. You should be clear and genuine in your writing as far as possible and check thoroughly for spelling and grammar mistakes before submitting to make it error free.

We mention below in brief, steps that you can use to draft a good statement of purpose. Please note that these are only guidelines and are not intended to stifle your creativity. Our purpose in giving you these guidelines is to give you a sense of direction in terms of the required content.

Brief Introduction

The first paragraph could consist of your name, a personal philosophy/motto if you like, a little about your personality, your area of strength and finally your personal interests (hobbies/sports). You could also use this as an opportunity to acknowledge your family to be the source of motivation, encouragement and tremendous support. If you plan to take your spouse and/or your children along or for that matter, leave them behind ensure that you provide convincing explanations for the same.

Education Background

In chronological order, mention all of your academic achievements with the respective dates. Mention the medium of instruction in school and in college. Include those projects
Research, internships and training undertaken during your period of study connected to your proposed area of study. Mention your academic strengths, highlighting achievements and receipt of any awards, rank and scholarships in the relevant field if applicable.

Explain shifts in education interests, instances of weak academic performance repeated failures, and consistent ‘achievement of low marks and breaks in education, if any. If there is a similar course available in India, you will have to elaborate your reasons for not wanting to enroll in it in India. Concrete and substantial links must be established, between your previous academic background and your proposed course of study.

Employment History

In case of relevant work experience, a connection must be established with the proposed course of study. In the event of break/s in employment, mention and provide an explanation for the same. If you are working with the family business, highlight the scope and application of the proposed course of study in relation to the family’s business interests.

Highlight Purpose for Proposed Course of Study

Mention the actual reasons for taking the proposed course, properly indicating your wish to specialize in the particular field as applicable. Highlight the reasons for choosing UK as well as the particular institution of study.

Career Goals

You will have to explain explicitly why you want to pursue your chosen course of study (do include an outline of your course) in the Institution in UK and how on its completion, it will help you in your career pathways. This point is absolutely essential and it must be explained very clearly. Mention your career aspirations, both short-term and long-term and how the UK qualification will help you achieve them. Also mention your plans upon your return to India, whether you have a family business to return to or if you wish to join a firm or set up a business concern of your own. Please remember that your goals should be concrete and realistic and based on sound inferences.

In Conclusion

Finally you can mention how you did find about the programme at the university you are applying for and any special reasons in choosing the same .Conclude by requesting the Institution to admit you into the program of your choice.

Name:                                                Date :

Signature :

Statement Of Purpose- DO’s & Don’t’s

Do’s & Don’ts

Don’ts

  • Don’t underestimate the importance of the essay (A very common mistake).
  • Don’t underestimate the length of time it will take to write your statement.
  • Don’t have someone else write it for you! There are ethical issues involved here, but you are also the best spokesperson for yourself.
  • Don’t list everything you have ever done. There is usually a place on the application to list your activities.
  • Avoid giving unnecessary details. The statement should read smoothly.
  • Don’t mention your interest for one particular school in a general application that is being sent to many schools and vice a versa.

Do’s

  • Keep a journal of your work and volunteer experience.
  • Get an early start. This cannot be stressed enough.
  • Be honest, consistent and straightforward.
  • Be specific, not general.
  • Be comfortable with the image of your self that you’re presenting.
  • Pay attention to detail – absolutely no spelling or grammatical errors.
  • Your statement must be neat and error free. No excuses . . . you must make a good impression.
  • A summary of your accomplishments first
  • Background information – people and events that influenced your decision.
  • Learning experience(s) that serve as a foundation for your choice of career
  • Where you picked up first-hand information/experience about the field
  • Your own appraisal of yourself (strengths, weaknesses, uniqueness)
  • Leadership role activities
  • Career objectives and goals
  • Let your personality and individuality come through. Give insight on your hopes, goals, motivations and dedication. Be interesting and unique. Do not be afraid to let your passion and commitment to a career come through.
  • Take the opportunity to explain anything you feel might raise questions (e.g., a weak academic quarter . . . Explain what was going on in your life, if a personal or academic issue affected you).
  • Be responsible for your own background. Don’t discuss or compare your self to the application standards or other students.
  • Have someone else read your statement but be careful of advice. Get two or three different opinions. Remember, it is your personal statement but other opinions and professional advice can make the difference in gaining acceptance.
  • Write a draft, edit, and re-write as many times as needed.
  • Make the essay look good. This makes it easier and more enjoyable to read. Follow the guidelines for length, margins, and do not use too small a font. You can squeeze more on a page that way, but readers see hundreds of statements and don’t have time to deal with smallfont.Keep a photocopy of each essay you write. You need to keep a copy of every single piece of your application. It is imperative you have copies of everything, both for your own reference before you go to an interview and as documentation in case someone else loses or misplaces your application. This has happened to students, and you do not want to have to recreate anything. Keep paper copies in addition to disc copies.
  • Read your essay before an interview. Make sure you know what you wrote.
  • Be prepared to discuss and defend essay points during the interview.
  • Schools prefer unique essays so avoid copying any others

Sample SOP

The following statement of purpose was written for University of Wisconsin-Madison’s PhD in American History. The instructions in the application materials regarding the statement are: ‘Attach a statement describing your reasons for graduate study. Include a brief overview of your current degree goals, your professional aspirations, and your reasons for selecting a field of study.’

I was born and raised in a city that can trace its roots back to the Roman legionary fort of Deva, in a house that dates back to the Reformation, and studied at a university that predated Columbus by three centuries. So what could America have that I didn’t already have in abundance where I was?

The first inkling of an answer to this question came when I started work on my first course of American history as an undergraduate at Oxford. It was then that I finally discovered what it was I wanted to do in life. When I returned to education after five years of working I was no clearer in my own mind as to what career I wanted to aim at. I selected a history degree because I was aware of a nagging absence of an understanding of how the world got to be the place it is today, and that I wanted to rectify. I set out with the intention of covering as wide a sweep of history as possible, with an emphasis on my own country, and also the country that had held a fascination for me since I was a child – America.

My first year on Britain and Europe was enjoyable, and told me I was more of a 19th century buff than a medievalist, but the variety helped give perspective. It was only when I started my first paper on American history that things became clearer. The sheer vigour, freedom and effervescence of what I was studying took my breath away. Britain does have a rich and glorious past, but in many ways it is now held back by its history, so set in its ways that change is extra difficult. America did not have that problem; it simply cherry picked the best bits from other systems, adapted it to its own needs, and never stopped moving forward. Such freedom was alien to me and to the system that introduced it to me, but it was refreshing and invigorating too. That same year I made several good friends amongst the visiting JYAs and visited them on their home turf, a trip that helped cement my fascination with America.

From then on it became clear what I really wanted to do – US history. My other courses, already chosen, were interesting and gave different perspectives, but I only really came alive when studying America. My plan to move into journalism once graduated was dropped and I went straight into a Master’s course in American history. I wanted to broaden my understanding, and also see if I really was committed to further study. Certain aspects of my time at Sussex were dissatisfying, but one that wasn’t was the enjoyment I got from the work, especially the independent research for my thesis.

That is I why I write to you now. I am asking you to give me the opportunity to fulfil a wish, long cherished, of being able to study nothing but American history, taking the courses I want to take, with professors of my own choosing. That this decision has not been lightly taken is illustrated by the fact that if my application is successful I will be leaving friends, family and my own country behind for upwards of five years.

My major interests lie in the 19th century, and focus on slavery and Native Americans. My MA thesis was an investigation of racist beliefs amongst the Five Civilised Tribes (FCTs) towards their black slaves, and the reasons for these beliefs. My conclusion was that these racist beliefs were a self-defence mechanism designed to differentiate themselves from blacks and thus move back up the racial hierarchy and avoid the worst excesses of white racism.

While I would envisage taking my MA thesis further to form the basis of my doctoral dissertation – I uncovered many interesting side-issues that I did not have the time to pursue in the course of my MA – my interests centre on slavery and its culture. One of the issues, for example, that I wanted to look at but never even had time to start was a comparison of slave culture under Native American masters as opposed to white owners. For this reason I would like to track certain elements of slave culture back to their African roots and see how many were adaptations and survivals of tribal culture in Africa.

Equally I would also like to do more research into Native American culture in order to see if there was any transfer of cultural traits from them to their slaves. Such transfer of cultural practices between groups would seem to offer a useful insight into the racial attitudes of the three groups as whole, with the adoption of African practices by Native Americans offering particular insight into their true attitudes toward Africans. If the FCTs did adopt African practices at an earlier stage in their joint history then it could be claimed that later racism by the FCTs towards their slaves was a result of the pressure of white attitudes upon them. Submission to such pressure would therefore indicate a willingness to assimilate and become more acceptable to the wider white society. The Seminole, for their amicable role towards runaways and blacks generally and animosity to assimilation, would be an integral part of such a study. A comparison of slavery as practised by Native peoples in other parts of the US – the Pacific Northwest for example – and also in Latin America would also be useful for my research.

My goal is to teach history – preferably at university level – and hopefully be able to convey to my students my own passion for the subject. The best teachers I have had in my academic career thus far have been those who’s fascination and love of their own subject has shone through and animated them. There is no other feeling quite like the sudden rush of realisation and understanding when another piece of the jigsaw drops into place and the larger picture of which it is a part is drawn more closely into focus. If I could convey even a fraction of the buzz it gives me to make that connection and complete the picture then I could look forward to as fulfilling and satisfying a working life as anyone could lay claim to.

When I first started looking into possible destinations for doctoral work one of the first institutions recommended to me was Madison. Once I actively started researching the University I found the faculty helpful, interested, and swift to reply to any queries I sent. The Department also houses a multitude of specialists in all the fields I am looking to study. Professors Blackhawk for Native America; Professor Cronon for Native Americans, the West, and the Frontier; Professor Kantrowitz for southern culture, racism and white supremacy; Professor Lee on slavery; Professors Stern and Scarano for slavery in Latin America and the Caribbean respectively; Professors Spear and Thomas on Africa, its pre-colonial culture, and the Diaspora; Professor Cohen for Colonial and early America, Religion and Native Americans; Professor Boydston for westward expansion and Removal, as well as others in the broad categories of African-Americans, the South, and Africa.

From the website listings I also identified nearly 30 courses that I would be interested in taking, and the program would also enable me to further my knowledge of French, allow me the opportunity to sample anthropology or archaeology for use as an extra research tool.

I also believe from my correspondence with faculty that there are already a couple of students at Madison working in similar areas to the one I propose.

+ SSVF

Simplified student visa framework

The simplified student visa framework (SSVF) came into effect on 1 July 2016.

Key changes

The SSVF has been designed to make the process of applying for a student visa simpler to navigate for genuine students, deliver a more targeted approach to immigration integrity and reduce red tape for business.

From 1 July 2016:

  • international students will apply for a single Student visa (subclass 500) regardless of their chosen course of study
  • student guardians will apply for the new Student Guardian visa (subclass 590)
  • a single immigration risk framework will apply to all international students
  • all students and student guardians will generally be required to lodge their visa application online by creating an account in ImmiAccount.

Combined country and provider immigration risk model

The combined immigration risk outcomes of the student’s education provider and country of citizenship are used to guide the level of financial and English language capacity related documentation that the student needs to provide with their student visa application.

​Online document checklist tool for students

The online document checklist tool advises students about the documentation they need to provide with their visa application based on their combined country provider immigration risk outcomes. The tool can be found at Student visa (subclass 500).

More information is available about combined country provider immigration risk model (policy overview).

Financial capacity requirement

Student visa applicants must have sufficient funds available for the duration of their stay in Australia. More information is available about financial capacity requirement.

The living costs that students are asked to declare or provide with their visa application are intended to be indicative of the cost of living in Australia. Students should research actual living costs in Australia as this varies according to the area in which they intend to live.

Students should not rely on work to support themselves or family while in Australia.

English language requirement

Applicants must meet the English language requirement to be granted a student visa.

It does not mean that students are eligible to enrol in a particular course. Education providers have separate responsibilities under the Education Services for Overseas Students Act to ensure that students have sufficient levels of English for their intended course of study.

Other requirements

Applicants must also meet all other core visa criteria. These include:

Evidence of enrolment

Students who are outside Australia must be enrolled in a registered course of study and provide a Confirmation of Enrolment (CoE) when they lodge their student visa application.

Students in Australia can apply with a letter of offer or a CoE but must have a CoE to be granted the visa.

Evidence of enrolment for other students are:

  • secondary exchange students – an Acceptance Advice of Secondary Exchange Students form
  • postgraduate research students required to remain in Australia for marking of their thesis – letter from their education provider
  • Department of Foreign Affairs and Trade (DFAT) and Department of Defence sponsored students – letter of Support from DFAT or Defence.

Changing course

On 1 July 2016, a new condition was introduced requiring all Student visa (subclass 500) holders to maintain enrolment at the same level or a higher Australian Qualification Framework (AQF) level for which they were granted a visa, unless they are undertaking a doctoral degree (AQF10) and transfer to a master’s degree (AQF9).

Transferring to a lower AQF level course or transferring from an AQF level course to a non-AQF Award course is a breach of the student visa condition and might result in the visa being cancelled.

Students who want to change to a lower level course or non-award course must apply for, and be granted, a new student visa before they change their course. More information is available about changing courses.

Standard 7 of the National Code of Practice for Providers of Education and Training to Overseas Students 2007 also applies to transfers between CRICOS registered providers. More information is available at the Department of Education and Training’s website.

School sector requirements

From 1 July 2016, all school students must be of an appropriate age for the entry level for their school course, regardless of their country of citizenship. 

Generally the maximum grant period for a student visa grant is five years, with the exception of primary school-aged students where a maximum period of two years will generally be applied.

More information is available about school students in the Student visa (subclass 500).

Welfare for under 18 year old students

Students under the age of 18 years of age must have adequate welfare arrangementsin place while in Australia.

Course packaging

Students can package two or more courses on one student visa where there is progression from one course to another.

Education providers do not need to formally nominate educational business partners and can package with other education providers with whom they have a commercial arrangement.

Family members of students

From 1 July 2016, family members of existing student visa holders need to apply for aStudent visa (subclass 500) if they do not currently hold a student visa and wish to join the student in Australia.

There are no restrictions on the duration of particular courses that the student must study to be accompanied by family members, including dependants who later join the student in Australia.

More information is available about bringing your family with you.

Reporting by education sector

We maintain the capacity to report on visa outcomes by education sectors. These education sectors are aligned to the replaced seven (subclass 570–576) student visas. Information regarding these education sectors is included in student visa grant letters and Visa Entitlement Verification Online (VEVO).

Processing times

We aim to finalise 75 per cent of complete student visa applications within one month of lodgement.

Processing times are reduced when applicants submit all required documents with their visa application. Failure to submit all required documents may lead to processing delays or visa refusal.

+ Colleges
  • charles sturt university(melbourne & sydney)

  • carrick institute of education

  • canberra institute of technology

  • box hill institute of tafe

  • australian technical and management college

  • australian school of management

  • australian national airline college

  • chisholm institute of tafe

  • deakin university

  • edith cowan university

  • embassy ces

  • eynesbury international

  • federation university australia

  • flinders university

  • gold coast institute of tafe

  • hospitality management institute of australia

  • iibit(international institute of business and information technology)

  • intensive english language institute

  • james cook university

  • kangan batman institute of tafe

  • kaplan business school

  • latrobe melbourne

  • la trobe university

  • le corden bleu

  • murdoch university

  • newcastle international college

  • perth institute of business and technology

  • australian national institute of business and technology

  • australian college of applied education

  • barrier reef institute of tafe

  • bradford college

  • cambridge international college

  • carnegie mellon university

  • celusa

  • charles darwin university

  • charles sturt university

  • cquniversity australia

  • curtin international college

  • Curtin university sydney

  • homesglen institute of tafe

  • holmes institute

  • griffith university

  • queensland international business academy

  • qibt

  • murdoch institute of technology

  • monash university

  • melbourne polytechnic

  • metropolitan south institute of tafe

  • melbourne institute of technology

  • melbourne institute of business & technology

  • martin college

  • macquarie university

  • royal melbourne institute of technology

  • sarina russo

  • south australian institute of business and technology

  • tasmania polytechnic

  • taylor college

  • phoenix academy

  • queensland university of technology

  • south bank institute of technology

  • brisbane north institute of tafe

  • australian college of technology and business p/l

  • australian catholic university

  • tafe south australia

  • tafe western australia

  • tafe new south wales

  • southern cross university

  • the cantillon institute

  • tropical north queensland institute of tafe

  • university of canberra

  • university of new england

  • university of south australia

  • university of tasmania

  • University of Technology Sydney

  • University of Western Sydney

  • University of Wollongong

  • Uts Insearch

  • Victoria University

  • Widebay Tafe

  • William Angliss Institute of Tafe

+ Admission Checklist
  • Resume / Bio-data ( resume is mandatory for MBA)

  • Statement of Purpose for masters programmes and especially for MBA programmes

  • Graduation Degree Certificate / Provisional Certificate (if applying for PG)

  • Transcripts of marks

  • Standard 12 mark sheet

  • Standard 10 mark sheet

  • 2 Recommendation letters (out of which at least 1 should be academic, with the other being from the work place, if student is working)

  • Work experience letters (if applicable)

  • IELTS / TOEFL/PTE scorecard (as proof of English proficiency) but for visa IELTS is mandatory

  • Any other relevant certificates

+ Contact us
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+ Visa Documents
  • Completed Australian student visa application form (157A)

  • Paid visa application fee

  • Copy of passport biodata page (some students may be asked to physically provide their passport)

  • Certificate of Enrolment or Letter of Offer

  • Evidence of sufficient funds

  • Evidence of health insurance cover

  • English proficiency test results

  • Criminal record check results

  • Four recent passport-sized photographs