This study provides insights into how the education, migration and employment systems can best work together to enhance the contribution made by international students to Australia’s skilled workforce. 

The study looks at the experiences of international student cohorts who began their studies in Australia in 2010–2011 and subsequent years, with a focus on those cohorts who commenced their studies more than 10 years ago. It tracks their progress in the context of the education and migration settings that were in place up to the end of 2023. Differences in pathways and outcomes for higher education and Vocational Education and Training (VET) students are considered.

The study assessed the differing motivations of students depending on their country of origin, the transition through temporary work visas, the qualifications, industries and occupations in which they ‘cluster’ and the pursuit of permanent residency.

The report provides 11 recommendations which outline practical steps that could be taken to improve outcomes for international students as graduates as well as employers and the broader community. The recommendations span education, training, migration and other system settings and identify key opportunities to improve outcomes for international students and employers alike. These are grouped into three overarching themes: 

• system-wide objectives and measures of success
• supporting policy infrastructure
• successful transitions from study into the skilled workforce.

Key findings

• International VET graduates are more likely to work in occupations and earn incomes that are aligned with their qualifications than their higher education student counterparts.
• A significant proportion of Australia’s international students remain in Australia after completing their studies.
• The likelihood of international students remaining in Australia in the longer-term varies significantly across visa types and countries of origin.
• Few international students on a Student visa (subclass 500) have transitioned directly to permanent residence, instead relying on other (often successive) visas after graduation.
• International graduates’ educational experience may not be preparing them as well for the workforce as it could.