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The process of applying for a student visa to study in Australia can be daunting, particularly when it comes to meeting the Genuine Temporary Entrant (GTE) requirement. However, understanding the reasons behind this requirement and how it is assessed can help make the process easier.
The GTE requirement is a key aspect of the Australian Government’s student visa program, and it aims to ensure that international students are genuine temporary entrants who intend to stay in Australia only temporarily for the purpose of gaining a quality education. This means that students must demonstrate that they are not using the student visa program as a way to gain ongoing residency in Australia.
The GTE assessment is done in support of the applicant’s student visa application and is used to determine whether the applicant meets the GTE compliance requirements. The assessment is designed to identify applicants who have a genuine intention to stay in Australia temporarily and who are not using the student visa program for motives other than gaining a quality education.
The GTE assessment process involves looking at a range of factors, including the applicant’s circumstances in their home country, their potential circumstances in Australia, their immigration history, their ties to Australia, their academic and employment history, and their financial situation. The assessment is conducted on a case-by-case basis, and the outcome of the assessment depends on the individual circumstances of each applicant.
It is important to note that the GTE requirement is not intended to exclude students who, after studying in Australia, develop skills that Australia needs and who then go on to apply for permanent residence. Rather, the GTE requirement is designed to ensure that the student visa program is accessed as intended, and that international students who come to Australia do so with the genuine intention of returning home after their studies are completed.
In conclusion, the GTE requirement is a crucial part of the Australian Government’s student visa program, and it is designed to ensure that international students are genuine temporary entrants who intend to stay in Australia only temporarily for the purpose of gaining a quality education. Understanding the reasons behind this requirement and how it is assessed can help make the process of applying for a student visa to study in Australia easier and more straightforward.
Providing documents as per the attached GTE Assessment checklist can help ensure that the student’s application meets the GTE compliance requirements. The checklist provides guidance on the types of documents that may be required to demonstrate that the student is a genuine temporary entrant who intends to stay in Australia only temporarily for the purpose of gaining a quality education.
Some of the documents that may be required include evidence of the student’s ties to their home country, such as family ties, employment history, and financial commitments. Additionally, the student may need to provide evidence of their academic history and qualifications, as well as their English language proficiency.
It is important to note that the specific documents required may vary depending on the individual circumstances of each applicant, and that the checklist should be used as a guide rather than a comprehensive list. Therefore, it is recommended to carefully review the GTE Assessment checklist and provide any additional documentation that may be relevant to the student’s individual circumstances.
By providing all the necessary documents as per the GTE Assessment checklist, students can help ensure that their application meets the GTE compliance requirements and increase their chances of being granted a student visa to study in Australia.
How to attract, recruit and maintain a dedicated skilled and loyal workforce in the health sector (Aged Care)
This seminar is based on research from a recent royal commission report into the aged care sector and a workforce strategy that followed. The strategy outlined a number of skill gaps across the aged care sector, including a significant lack of management & leadership knowledge and skills. This was identified across all levels of staff, including management and supervisors. Based on the workforce strategy, I have put together an educational seminar. The seminar includes a lot of practical ideas and ‘How To’ methods. The purpose of the seminar is to develop and build knowledge and skills of people working across the aged care sector.
Main topics
Bio. Kevin Egan
MBA, Adv. Dip, CIV TAE.
Kevin has lived and worked in Australia for most of his professional life. He started his career working on a factory floor. Not satisfied with factory work, he set off on a journey to create a successful life and career. This is a remarkable story of a person who was intellectually, economically and emotionally bankrupt and worked his way from obscurity to personal and business success.
During his career, Kevin has acquired a wealth of knowledge and experience working across various Australian businesses and industries. These include: local and state government, transport and logistics, retail, warehousing, sales, finance and education.
Kevin has held various positions, including senior partner, state and national management positions and senior consultant roles. He holds a Master’s degree in business administration and is a published author.
Kevin’s local business and academic skills make him the ideal speaker for this seminar.
Book a SpotWith a passion for education, entrepreneurship, and technology he’s been able to shape the vision of IHNA. Equipped with a Master’s in Business Administration and qualified in Mechanical Engineering, Bijo has had extensive project management and business management experience. He’s used this experience to enable new and innovative programs to push the envelope for career-focused healthcare training. Bijo has worked worldwide and has had the opportunity to be a well-respected and prominent community figure in Australia, Malaysia, and India. As the acting CEO of IHNA, he oversees and manages the operational activities, systems, and policy implementation of the organisation. He’s also a member of GAICD (Graduate of the Australian Institute of Company Directors) and currently pursuing a PhD in Corporate Governance in the Educational Sector at Swinburne University.
With a dedication to teaching, research, and industry consultancy he’s published over 45 referred research and conference papers and. Dr Hewege holds a PhD in Management, a Master of Business Administration Degree, and a Bachelor of Science in Business Administration with Honours. He’s well-regarded on a wide spectrum of research areas including corporate social responsibility, management controls of transitional economies, marketing, logistics, international business, and research methodology. Dr Hewege has also accumulated over 20 years of teaching experience on undergraduate and postgraduate levels in Australia and internationally.
Led by a deep passion for nursing, Professor Chair has held a number of positions in both the private and public sectors of the healthcare industry in Australia, New Zealand, Singapore, and Hong Kong. These positions include Hospital Manager, Director of Nursing, Deputy Director of Nursing, Senior Supervisor, Unit Manager, Principal Educator, Senior Lecturer, Associate Professor, Director of Undergraduate Studies, and Director of Post-Graduate Studies. He’s also been a foundation member of two Schools of Nursing in Australia and is currently working at Central Queensland University as Assistant Dean Community Engagement, School of Nursing and Midwifery.
With more than 20 years of experience in the field of accounting and finance, Pankaj has experience across financial reporting, taxation, and auditing, with established skills in corporate finance, financial analysis, taxation, accounting, and auditing. He holds Bachelor of Commerce and is also a Certified Public Accountant (AUS) and Chartered Accountant (India). Pankaj has been working with the HCI Group for over eight years and is responsible for managing financial aspects of the entire group.
Dedication to innovation and technology, Dr Shisir is a senior researcher and academic specialising in ICT and innovation policy with a strong track record of serving the Australian tertiary education for over five years. He heads Heathovation, an HCI subsidiary dedicated to the latest technologies and collaborative tools in the design and delivery of healthcare education. Dr Shisir leads multi-disciplinary research on the design, development, delivery, execution, and evaluation of cutting-edge ICT technologies to improve tertiary education systems and healthcare service delivery. His professional affiliations include: Australian Computer Society (ACS), Centre for ICT for Development, Nepal (ICT4D) and Nepal Research and Education Network (NREN).