When it comes to the teaching, as well as the study, of Asia and Asian languages other than English (and in particular the four Asian languages other than English (and in particular the four Asian languages other than English that were identified as ‘priority’ Asian languages other than English in the Australia in the Asian Century white paper that was released in October 2012 by the Australian Federal Government, with the four ‘priority’ Asian languages other than English that were identified being Chinese (Mandarin), Hindi, Indonesian, and Japanese) has at all three levels of the Australian education system (whether it was at the primary, secondary, or tertiary levels of the Australian education system) has experienced a gradual decline in the level, depth, and quality, of both the teaching, as well as the study, and an argument could be made that this decline in the teaching, as well as the study, of Asia and Asian languages other than English (and in particular the four ‘priority’ Asian languages other than English that were identified in the Australia in the Asian Century white paper) has the potential to have negative ramifications for, not only the level of Asia literacy that exist among the general Australian populace (and in particular among students who are undertaking study at all three levels of the Australian education system), but also how the general Australian populace views Asia and its constituent nation-states and territories. When it comes to how the general Australian populace (and in particular students undertaking study at all three levels of the Australian education system) views Asia and its constituent nation-states and territories, an argument could be made that the level of Asia literacy that exist among the general Australian populace would have ramifications for how Asia and its constituent nation-states and territories are viewed among the general Australian populace, with those who have a high level of Asia literacy being more likely to have a more favourable view of Asia and its constituent nation-states and territories than those who have a low level of Asia literacy.

When it came to increasing the level of Asia literacy that existed among students undertaking study at all three levels of the Australian education system (whether it is at the primary, secondary, or tertiary level of the Australian education system, the two major Australian political parties (whether it is the centre-left Australian Labor Party or the centre-right Liberal Party) had largely been on a unity ticket when it came to increasing the level of Asia literacy that exist, not only among students undertaking study at all three levels of the Australian education system, but also among members of the general Australian populace as well, whether it was through the encouragement of the teaching, as well as the study, of Asia and Asian languages other than English within all three levels of the Australian education system (whether it was at the primary, secondary, or tertiary levels of the Australian education system) or encouraging Australians to undertake work experience in one of the constituent nation-states or territories of Asia. And while the methods to increase the level of Asia literacy that existed among the general Australian populace, and in particular among students who are undertaking study at all three levels of the Australian education system, had been different between the two major Australian political parties (whether it is the centre-left Australian Labor Party or the centre-right Liberal Party that was in power at the federal level of the Australian political system), the goal of both of Australia’s two major political political parties was to, not only to increase the level of Asia literacy that exist among the general Australian populace (and in particular the level of Asia literacy that exist among students who are undertaking study at all three levels of the Australian education system), but also facilitate people-to-people relationships between the people of Australia and the people of Asia and its constituent nation-states and territories.

And while there has been much emphasis on the teaching, as well as the study, of Asia and Asian languages other than English (and in particular the teaching, as well as the study, of the four Asian languages other than English that were identified as ‘priority’ Asian languages other than English in the Australia in the Asian Century white paper that was released in October 2012), at all three levels of the Australian education system in order to better prepare students for both the challenges, as well as the opportunities, that has been presented by the “Asian Century” and the rise of Asia and its constituent nation-states and territories, in recent years, there has been an increase in the level of emphasis from governments at all three levels of the Australian education system (and in particular from governments at the federal level of the Australian political system) being paid to the teaching, as well as the study, of subjects that are in the STEM (Science, Technology, Engineering and Mathematics) fields of study at the expense of the teaching and study of subjects that are in the HASS (Humanities, the Arts and Social Sciences) fields of study, the latter including Asian Studies, and an argument could be made that this increase in the level of emphasis that governments has paid to the teaching, as well as the study, of subjects that are in the STEM fields of study at the expense of the teaching and study of subjects that are in the HASS fields of study could have ramifications for the level of Asia literacy that exist among students who are undertaking study at all three levels of the Australian education system, and this in turn could have ramifications for the level of Asia literacy that exist among the general Australian populace as a whole. However, when it comes to the development of Asia literacy among students who are undertaking study at all three levels of the Australian education system, and by extension increasing the level of Asia literacy that exist among the general Australian populace in general, the decline in the level, depth, and quality of the teaching and the study of Asia and Asian languages other than English (and in particular the teaching and the study of the four Asian languages other than English that were identified as ‘priority’ Asian languages other than English in the Australia in the Asian Century white paper) has not been the only variable that had contributed to the decline in the level of Asia literacy that existed among the general Australian populace, as another variable that had contributed to the decline in the level of Asia literacy that existed among the general Australian populace, and in particular among students who are undertaking study at all three levels of the Australian education system, as another variable that had contributed to a decline in the level of Asia literacy that exist among the general Australian populace has been the decline in the level, depth, and quality of the coverage of key news and current affairs events emanating from Asia and its constituent nation-states in large sections of the Australian media (whether the media outlet in question is part of the so-called “mainstream media” or is part of the so-called “alternative media”), and much like the decline in the level, depth, and quality of the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories has had ramifications for the level of Asia literacy that exist among the general Australian populace, and in particular among students who are undertaking study at all three levels of the Australian education system, and this in turn can have ramifications for how the general Australian populace views Asia and its could be argued that this decline in the level, depth, and quality of the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories, this can also have ramifications for the image that the general Australian populace has of Asia and its constituent nation-states and territories, and this too can have ramifications for how the general Australian populace views Asia and its constituent nation-states and territories.

When it comes to the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories in large sections of the Australian media (whether

When it comes to the development of Asia literacy among the general Australian populace, and in particular among students who are undertaking study at all three levels of the Australian education system, the Australian education system is not the only variable that can influence the level of Asia literacy that exist among the general Australian populace, as another variable that can influence the level of Asia literacy that exist among the general Australian populace is the level, depth, and quality of the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories in large sections of the Australian media (whether the media outlet in question is part of the so-called “mainstream media” or is part of the so-called “alternative media”), and much like the decline in the level, depth, and quality of the teaching, as well as the study, of Asia and Asian languages other than English at all three levels of the Australian education system (whether it is at the primary, secondary, or tertiary level of the Australian education system), there has also been a decline in the level, depth, and quality in the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories. And much like how the decline in the level, depth, and quality in the teaching, as well as the study, of Asia and Asian languages other than English (and in particular the teaching, and the study, of the four Asian languages other than English that were identified in the Australia in the Asian Century white paper that was released in October 2012) has had ramifications for the level of Asia literacy that existed among the general Australian populace (and in particular the level of Asia literacy that existed among students who are undertaking study at all three levels of the Australian education system, whether the student in question is undertaking study at the primary, secondary, or tertiary level of the Australian education system), the gradual decline in the level, depth, and quality of the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories has also had ramifications for the level of Asia literacy that exist among the general Australian populace, and that this in turn can have ramifications for how the general Australian populace views Asia and its constituent nation-states and territories.

When it comes to the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories in large sections of the Australian media (whether the media outlet in question is part of the so-called “mainstream media” or is part of the so-called “alternative media”), there has been a gradual decline in the level, depth, and quality when it comes to the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories, and it could be argued that this decline in the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories, and much like the impact that the decline in the level, depth, and quality in the teaching, as well as the study, of Asia and its constituent nation-states and territories at all three levels of the Australian education system had impacted how the general Australian populace (and in particular among students who are undertaking study at all three levels of the Australian education system had, not only impacted the level of Asia literacy that existed among the general Australian populace, but also the level of country-specific literacy that exist among the general Australian populace, and in particular the level of country-specific literacy that exist among students who are undertaking study at all three levels of the Australian education system. When it comes to increasing the level of Asia literacy through the Australian education system (and in particular at the tertiary level of the Australian education system, where students who hope to gain employment in areas such as diplomacy or intelligence, tends to specialise in a particular nation-state or territory as part of their studies), having access to the coverage of key news and current affairs events emanating from the particular nation-state or territory that the student has interest in when it comes to specialisation is just as important to the development of country-specific literacy as subjects that are available at their specific educational institution. However, and this has been discussed a number of times throughout the course of this article thus far, there has been a gradual decline in the level, depth, and quality of the coverage of key news and current affairs events emanating from Asia and its constituent nation-states and territories in recent years, with this decline being more pronounced in regards to certain nation-states and territories in Asia than others, with one of the nation-states in Asia that has seen a more pronounced decline in the level, depth, and quality in regards to key news and current affairs events, as well as a decline in the level of focus at all three levels of the Australian education system being the Republic of Korea, which will be the focus of this series of articles that will look at the level of Korea literacy that exist among the general Australian populace, and how the decline in the level of Korea literacy that exist among the general Australian populace (and in particular the level of Korea literacy that exist among students who are undertaking study at all three levels of the Australian education system) had coincided with the decline in the level of Asia literacy that exist among the general Australian populace, and that an argument could be made that this decline in the level of Korea literacy that exist among the general Australian populace, and in particular among students who are undertaking study at all three levels of the Australian education system, can have ramifications for the level of Asia literacy, and in particular the level of Korea literacy, that exist among the general Australian populace, and this can also have ramifications for how the general Australian populace, and in particular students who are undertaking study at all three levels of the Australian education system, and this can in turn have ramifications for how the Republic of Korea (the official name of South Korea) is viewed among the general Australian populace in regards to the various relationships that Australian have with South Korea, whether the relationship in question is diplomatic, economic, business-to-business, or people-to-people.

You can read the entire article on my website at bhiskins.wordpress.com/2025/08…

Hello and welcome to my new channels on both Naver Band and Friendica. My name is Brenden Hiskins and I am from Melbourne, Australia. On these channels (as well as on my other channels, which can be accessed via Linktree at linktr.ee/brendenhiskins/), I will be looking at Asia literacy in Australia and the level of Asia literacy that exist in Australia, and in particular the level of Asia literacy that exist among members of the general Australian populace, although occasionally, I may discuss other issues in regards to Asia among my channels (such as elections that are held in Asia.

So, what are my qualifications you may ask? I have a Masters degree in Asian Studies from Monash University and a Masters degree in International Relations from the University of Melbourne. Prior to that, I graduated with a Bachelor of Arts (with majors in Asian Studies and International Cultural Studies) from Victoria University. In addition, I am in the process of learning Korean.

You can access all my channels at linktr.ee/brendenhiskins/, and you can also contact me at bhiskins.1984.2@proton.me if you have any questions on Asia literacy, or you can post on these channels.