Educación Internacional

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India: Students opt more for international curricula than Indian

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Asia/India/02 de Septiembre de 2016/Autor: Shaun Vaz/Fuente: The Indian Express

RESUMEN: Las escuelas en Mumbai que ofrecen programas de estudios internacionales han visto un aumento en el número, al igual que los estudiantes que optan por los programas de estudio nacional sobre el Consejo Central de Educación Secundaria (CBSE), Certificado de la India para la Educación Secundaria (ICSE) o certificaciones Clase XII de la junta estatal. A partir de junio de 2015, había 41 Bachillerato Internacional (IB) y 96 Exámenes Internacionales de Cambridge (CIE) escuelas en el estado afiliadas, y el Gobierno ha dado el visto bueno a la instalación de 1.018 escuelas más internacionales. De dichas escuelas, 18 estarán en Mumbai, y 50 en Thane. Esto apunta a la creciente demanda de los estudiantes para el programa de estudios orientado a la internacional. Una de las razones para el cambio puede ser debido al crecimiento en el número de los estudiantes de educación superior y carreras fuera del país. Dr. Ranjini Krishnan, director del Billabong High School, Thane, dijo: «» Ha habido un aumento, si no marcada, en el número de estudiantes que optan por planes de estudios internacionales. Hay un aumento en la aspiración entre los estudiantes y los padres, que son de la idea de una educación en el plan de estudios internacional hará que sea más fácil para ir al extranjero para estudiar o encontrar puestos de trabajo «»

Schools in Mumbai offering international syllabi have seen an increase in number, as have students opting for the curricula over the national Central Board of Secondary Education (CBSE), Indian Certificate for Secondary Education (ICSE) or the state board’s Class XII certifications.

As of June 2015, there were 41 International Baccalaureate (IB) and 96 Cambridge International Examinations (CIE) affiliated schools in the state, and the government has given a go-ahead for setting up of 1,018 more international schools.

Of these proposed schools, 18 will be in Mumbai, and 50 in Thane. This points to students’ growing demand for international-oriented curriculum. One of the reasons for the shift may be because of the growth in the number of the students pursuing higher education and careers outside the country.

Dr Ranjini Krishnan, Principal of Billabong High School, Thane, said,””There has been an increase, if not marked, in the number of students opting for international curriculum. There is an increase in aspiration among students and parents, who are of the notion than an education in the international curriculum will make it easier to go abroad to study or find jobs””

The Cambridge Board consists of the International General Certificate of Secondary Education (IGCSE), which is equivalent to the 10th standard exams, and goes on further to the As and A Levels, which are equivalent to 12th standard examinations.

Parents are eager to enroll their wards early on, even in relatively new international schools such as the Don Bosco International School — the first international school under the Don Bosco banner. Currently in their third year, the school strength has gone up from 100 students in their first year to 378 presently.

“We see a large number of applicants in our junior classes, about 400 to 500 applications for 48 seats in a particular grade. There certainly is a demand for international level education, and it is only going to grow,” said an official of the school.

The small size of classrooms — coupled with the activity and practical-oriented structure of the curriculum – is also seen as a drawing factor for applicants.

Father Gilbert d Lima, Manager of St Anne’s International School, Malad, said, “The IGCSE curriculum has a holistic approach to education, oriented towards life, and not just book. Inclusive of subjects like robotics, or

the teaching of an instrument from the first grade, it forms a connect between academics and the overall formation of the child.” St. Anne’s, which was granted permission to begin an international curriculum last year, currently has classes till the third grade, with an additional grade introduced every year.

Lissy Mathew, who works in the administration department of Nahar International School, Andheri, said, “Parents who can afford the comparatively higher fees usually choose international schools. They want the best for their children, and they opt for the international curricula.”

Most international schools have smaller classrooms, which allows high teacher-student interaction than in other boards, which usually have crowded classrooms.

There is also a marked difference in the approach and personality of students of international boards and others, said Lima.

“The children of our international school seem more curious to know about things, and express themselves much better, as compared to our state board students. This might be associated to the type of learning, with the IGCSE board being more activity-based, and the state board being rote-learning base”.

“Another major factor is the fewer number of students in the class. Our state board classrooms are much larger compared to our international school classrooms,” he said.

Amay Keval Shah, who just graduated from the Jamnabai Narsee International School earlier this year, said, “I had a choice between ICSE and IGCSE. I opted for the IGCSE because it offers a learning method based on experiments, as opposed to the ICSE, which follows a more rote method. The IGCSE programme offers students a world view, and it appealed to my style of learning.” Amay is currently in the IB programme at Dhirubai Ambani International School, and plans to study in the US after 12th grade.

Fuente: http://indianexpress.com/article/education/mumbai-students-opt-more-for-international-curricula-than-indian-3006899/

Fuente de la imagen: http://www.que.es/ultimas-noticias/sociedad/fotos/6575/20091215/53629-trabajo-educativo-fundacion-vicente-ferrer.html

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Surging demand for bilingual education behind boom times for international schools in China

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Asia/China/Junio 2016/Autor: Jennifer Li / Fuente: scmp.com

Resumen:  Una señal de cuán saludable es el negocio de la educación internacional en China, echa un vistazo a la cotización de las acciones de «China Maple Leaf Educational Systems»: se ha más que duplicado desde la inclusión de Hong Kong en noviembre de 2014, mientras que el índice Hang Seng ha perdido 13 por ciento en el mismo período.

For a sign of how healthy the business of international education in China is, take a look at the share price of China Maple Leaf Educational Systems: it has more than doubled since its Hong Kong listing in November 2014 while the Hang Seng Index has lost 13 per cent in the same period.

Supported by strong demand from China’s growing number of middle-class families who want to prepare their children for overseas studies at prestigious universities, international education providers are seeing robust growth. Total revenue of all international schools operating in China grew at a compound rate of 23 per cent per year between 2009 and 2013, and amounted to 18.4 billion yuan (HK$21.7 billion) in 2013.

“Compared to switching directly from domestic non-international schools to overseas schools, students who attend an international school may find they experience a smoother transition to an overseas school, given their greater exposure to the English language and overseas education systems,” said Albert Yip, an analyst at GF Securities, in a research report.

The number of Chinese students studying overseas rose at a compound rate of 17.5 per cent a year between 2007 and 2015, and amounted to 523,700 students last year, GF said.

That will translate into strong demand for schools like those run by Maple Leaf, the only Hong Kong-listed operator of international schools in the mainland. Graduates from its high schools obtain both a graduation diploma from Canada’s British Columbia state and China’s national diploma, giving them an advantage in applying to schools overseas.

Its shares have jumped from the listing price of HK$2.88 to HK$6.76 as of June 15, while on Wednesday brokerage CLSA raised its target price for the stock to HK$8.4, up from a target of HK$4.3 it set in January. It maintained a “buy” rating.

Last week, investment bank CICC added Maple Leaf to its coverage and gave it a target price of HK$9.

Maple Leaf’s net profit for the six months ended February 29 reached 125 million yuan, up 121 per cent from a year earlier. Total revenue rose 26.7 per cent to 380 million yuan.

CLSA expects the company’s revenue to rise 29 per cent year on year for the second half of its financial year. In 2017, the company’s student enrolment may increase 13 per cent, CLSA said.

Private international schools are not bound by the policies of local, provincial or national governments and China’s public education system, making it much easier for operators to expand, CICC said.

A decision in 2013 by the Chinese government to lower the weight of English in the gaokao – the nationwide university entrance exam – in an effort to promote the Chinese language and reduce the educational inequality between rural and urban areas, would also help international schools.

“The policy would force public schools to cut the hours of English classes, and in turn increase the attractiveness of private schools for parents who aspire to a bilingual education,” CICC said.

Public high schools which had built up franchises offering international curricula are also facing a tightening of government policy due to concerns over educational equality.

The independence of private schools allows them to have broader and more diverse curricula as well as greater flexibility in funding options in terms of tuition fees and the number of English classes per week, GF’s Yip said.

The comparatively cheaper fees of domestic operators make them attractive. In Shanghai, the high school fee for Maple Leaf is 81,000 yuan a year, much lower than the 290,000 yuan a year at Nord Anglia, a British company with schools in 15 countries.

The number of international schools in China reached 597 last year, surpassing the United Arab Emirates to rank first worldwide, according to a research by NewSchool Insight Media, a mainland think tank focusing on the international school industry.

Given the growth of high net worth families and the middle-class population, at least 1,000 private international schools will be needed in the coming years, the survey said.

Such demand is bringing other players into the market, and increasing competition. Property developers such as Vanke and Country Garden are expanding their international school networks.

“The demand is certainly huge and there is brand effect there,” said Kevin Tam, analyst at Core Pacific-Yamaichi. Maple Leaf is likely to maintain its market share as it is now an established brand after 20 years, Tam said.

In the coming two to three years, more private operators will seek initial public offerings, NewSchool Insight Media said.

Fuente de la noticia: http://www.scmp.com/business/companies/article/1976131/surging-demand-bilingual-education-behind-boom-times

Fuente de la imagen: https://www.google.com/search?q=china+education&client=ubuntu&hs=C7O&channel=fs&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjchYrK5K3NAhXC0iYKHWheBnIQ_AUICSgC&biw=1301&bih=673

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Internationalisation needs to be two-way

Noticias

América del Norte/Canadá/Junio 2016/Autor: Karen McBride / Fuente: universityworldnews.com

Resumen:  En la década pasada, la internacionalización se ha convertido en una estrategia central para la mayoría de las instituciones canadienses, con el apoyo de las políticas y prácticas sólidas.

Over the past 50 years, as the national voice advancing international education on behalf of its 150 member institutions ranging from K-12 to universities, the Canadian Bureau for International Education or CBIE, has encouraged, assisted and closely monitored internationalisation in Canada. We take a look here at what this success entails and at the prospects for Canada’s next 50 years in international education.

Internationalisation by numbers

CBIE’s 2016 membership survey identified the top three internationalisation priorities as:

  • International student recruitment (66%);
  • Increasing the number of students engaged in education abroad (59%); and
  • ‘Internationalisation at Home’, including internationalisation of the curriculum (52%).

In a survey conducted by Universities Canada in 2014, 95% of Canadian universities indicated that internationalisation or global engagement is included as part of strategic planning, with 82% identifying internationalisation as a top five priority.

In addition, 81% offer collaborative academic programmes with international partners. Moreover, Canada has twice the world average of international co-authorship – 43% of Canadian papers are co-authored with one or more international collaborators.

Given the value placed by Canadian institutions on internationalisation – and the centrality to that effort of hosting international students on campus – it comes as no surprise that there are more students from abroad in Canada than ever before.

In 2014, the country hosted 336,000 international students holding study permits (all levels combined: K-12, college, university undergraduate and graduate), an 83% increase since 2008 and an increase of 10% over 2013.

This number does not include short-term students such as exchange or second language students, who do not require a study permit, and therefore significantly underrepresents Canada’s international student population.

Unfortunately, the increase in inbound students to Canada is not mirrored in the outbound student population. Canadian students have traditionally not studied abroad in large numbers and Universities Canada reports that annually fewer than 3.1% of full-time Canadian students at all levels have an education abroad experience.

This is despite reports from Canadian students who have studied abroad on the transformational nature of the experience, its many contributions to their academic and career achievements, and its value in enhancing their communication skills, self-awareness and adaptability.

Institutions are on board: 78% of universities provide funding to support student participation in study abroad programmes and both colleges and universities are finding innovative ways to offer more flexible learning abroad options.

It is not only participating students and their institutions who value the career skills they gained. In a 2015 survey by the Leger polling firm, 82% of employers who hire recruits with international experience reported that these employees enhance their company’s competitiveness.

Two-thirds of hiring managers stated that Canada is in danger of being left behind by the growing economies of China, Brazil and India unless young Canadians learn to think more globally. The economic implications for Canada are significant, given that we are a country heavily dependent on international trade, accounting for 3.3 million jobs. We need to develop our talent to ensure that we are competitive.

Internationalisation for all

Increasingly, internationalisation is a central pillar in the quest for excellence of Canadian educational institutions. Recently, CBIE’s Internationalisation Leaders’ Network released an Internationalisation Statement of Principles for Canadian Educational Institutions designed “to serve as a guidepost in their demanding, fast-paced and complex work”.

It could be said that consensus on the need to reinforce fundamental principles – what we have called ethical internationalisation – is the most important recent trend in internationalisation. The next stems from this, and it is making internationalisation pervasive throughout our educational institutions, including bringing significant reform to curriculum, teaching practices, research and campus life.

In 2015, we saw a greater focus on ‘Internationalisation at Home’ – that is, internationalisation infused in the ethos of the institution and that leads to positive learning outcomes for all students.

Given the vast benefits of internationalisation, and recognising that mobility is not possible for every student, providing an avenue to prepare every student for the global context is imperative. Canada must take a proactive, inclusive approach and make the full spectrum of international education a priority, as other countries have done.

The global engagement challenge

Canada faces the task of getting more of its students outbound for educational experiences in other countries and preparing them to become global citizens in all the ways that the term implies.

Beyond economic imperatives, education institutions play a critical role in developing Canadians who are prepared to participate and lead in the global village, the leaders of tomorrow who can negotiate, analyse, connect and engage in meaningful ways at the international level.

CBIE endorses the recommendation of the government’s Advisory Panel on Canada’s International Education Strategy, seeking 50,000 study abroad awards annually for Canadian students.

With its emphasis on youth engagement in international cooperation activities, and Prime Minister Justin Trudeau’s personal interest (he is in fact also minister of youth), CBIE is urging the new government to establish a signature programme in time for Canada’s 150th anniversary in 2017. We are also urging the private sector to step up to the challenge and pledge its support to such an effort.

What about the next 50 years?

As we move forward in making international education achievable for all students, we will need to expand the conversation to answer these important questions:

How do we increase the scale and scope of international experiences for students, thereby ensuring that they have the knowledge, skills and competencies they need in a globalised world?

How do we enlist the support of the professoriate broadly, in order to ensure that all students benefit from global perspectives in their studies?

How do we ensure that both government and the private sector are seized with the issue?

And how do we raise public awareness of the long-term benefits of global engagement and the richness that stems from our interdependence?

While celebrating past successes, there is much work yet to do.

Fuente de la noticia: http://www.universityworldnews.com/article.php?story=20160607135127850

Fuente de la imagen: https://www.google.com/search?q=Canadian+Bureau+for+International+Education&client=ubuntu&hs=y3q&channel=fs&source=lnms&tbm=isch&sa=X&ved=0ahUKEwixuvmc3aDNAhXH2R4KHUDOBYUQ_AUICigD&biw=1301&bih=673

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Australia launches new strategies to promote international education

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Oceanía/Australia/Abril 2016/Autor: Editor/ Fuente: news.xinhuanet.com

Resumen: El gobierno australiano lanzó el sábado tres nuevas estrategias para promover su sector de la educación internacional, una de las mayores industrias de servicios de exportación del país y un valor de más de 19 mil millones de dólares australianos (14 millones de dólares estadounidenses) a la economía australiana.

The Australian government on Saturday launched three new strategies to promote its international education sector, one of the country’s largest services export industries and was worth more than 19 billion AU dollars (14 billion U.S. dollars) to the Australian economy in 2015.

Being launched are the National Strategy for International Education 2025; the Australia Global Alumni Engagement Strategy and the Australian International Education 2025 (AIE2025) market development roadmap.

«As Australia transitions to a knowledge and service-based economy, the Government’s innovative strategies will strengthen and grow our international education sector over the coming decade,» said a joint statement by Foreign Minsiter Julie Bishop and Minister for Tourism and International Education Richard Colbeck.

The statement said that the National Strategy for International Education 2025 will enable Australia’s international education sector to be more adaptive, innovative and globally engaged.

It will further strengthen the country’s internationally recognized education system, increase global partnerships and drive collaboration with local communities and global partners.

Complementing the National Strategy, the AIE2025 roadmap will position Australia to capitalize on new opportunities and markets over the next decade.

More than 2.5 million international students have studied in Australia over the last 50 years, many of whom currently occupy positions of influence around the region. The Australia Global Alumni Engagement Strategy will seek to leverage those alumni to promote Australia’s diplomatic, trade and investment interests.

Figures from the education sector applauded the decision.

«The sector provides far more than just an economic boost. Research collaboration, two-way student mobility and student services such as accommodation and employment skills are all vital and require greater national coordinated effort. These ‘soft diplomacy’ benefits are often overlooked,» said Phil Honeywood, CEO of the International Education Association of Australia (IEAA).

A new report released Friday by Deloitte Access Economics, The Value of International Education to Australia, says that the sector contributes 1 billion AU dollars more to the economy than previously estimated.

The Australian Bureau of Statistics (ABS), which reported the value of international education to be over 19.5 billion AU dollars in 2015, making it one of our largest export earners.

The additional streams identified in the Deloitte report total nearly 1 billion AU dollars more what the ABS currently reports, putting the real value of the industry closer 21 billion AU dollars .

These newly-identified revenue streams include nearly 300 million AU dollars that students’ visiting family and friends contribute to Australia’s tourism industry each year.

Also, for the first time, this report provides an estimate of the national economic contribution made by Australian education providers delivering Australian courses offshore, which was over 400 million AU dollars in 2014-15.

Education related expenditure by those on non-student visas studying English is estimated to contribute an additional 205 million AU dollars in export revenue.

Fuente de la noticia: http://news.xinhuanet.com/english/2016-04/30/c_135324970.htm

Fuente de la imagen: https://www.google.co.ve/search?q=australian+education+international&espv=2&biw=1280&bih=893&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiakpvS3LfMAhULpB4KHWZ0CIoQ_AUIBygC#imgrc=VfjJ4i-uSOX6UM%3A

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