Friday, 21 November 2014

New Zealand - Two education Initiatives with China

Thursday, 20 November 2014, 4:49 pm
Press Release: New Zealand Government

Hon Steven Joyce
Minister for Tertiary Education, Skills and Employment

Tertiary Education, Skills and Employment Minister Steven Joyce today announced the signing with China of two initiatives that will further enhance educational initiatives between China and New Zealand.

The bilateral education arrangements were part of the eighth meeting of the New Zealand-China Joint Working Group on Education and Training, which coincided with the visit by Chinese President Xi Jinping to New Zealand this week.

The Arrangement on Mutual Recognition of Academic Qualifications in Higher Education will see greater recognition of qualifications between New Zealand and China, making it easier for students to further their studies in either country.

“This agreement will increase New Zealand’s attractiveness as a study destination and expand opportunities for Kiwis looking to study in China,” says Mr Joyce.

The Arrangement to Operationalise the Vocational Education and Training Model Programme agrees to more collaborative research projects, joint programmes (including the delivery of New Zealand qualifications in China), knowledge-sharing symposia, and education development opportunities.

“This programme will facilitate exchanges between educational institutions in New Zealand and China to develop initiatives that are beneficial for both countries,” says Mr Joyce.

“We each recognise the significant contribution that education makes to the economic health of our nations, and the longer-term benefits that flow through the increased social and cultural understanding that follow.”

In addition, an Agreement on Co-Operation in Higher Education was renewed by Universities New Zealand and the China Education Association for International Exchange (CEAIE).

That will further enhance connections between universities in China and New Zealand, which may include partnerships, researcher and student exchanges, and staff development.

© Scoop Media

Thursday, 20 November 2014

Pricing Education in An Era of Increasing Competitiveness and Student Expectations

At a time when educational options for young students are more numerous and varied than ever before, institutions and schools are under increasing pressure to:
Set effective, sustainable tuition policies;
Justify their tuition fees by demonstrating the “return on investment” (ROI) for students.

Concerns about the relative costs and value of post secondary education are increasing at the same time as, in many countries, the cost of education is becoming prohibitive for growing numbers of prospective students.

In the US, for example, one year of college can cost more than the average American salary, and meanwhile more than one-quarter of US university graduates are unemployed.

Meanwhile, colleges and universities in leading destination countries are facing steep challenges to their ability to meet enrolment targets and generate operating revenue.

Many institutions are turning ever more to international students to help with their enrolment and revenue goals, since in many cases, international students pay much more than domestic students do in tuition.

However, this is not always the case. Some top-ranked universities offer the same tuition to international students as to domestic students, and some countries have tuition and grant policies that make it more affordable for international students to study at their institutions.

And, tuition fees – and the affordability of education – matter to international students, just as they do to domestic students.

The OECD’s Education at a Glance 2014 report reveals a diverse range of tuition policies in place for foreign students. These policies are already influencing current flows of international students across the globe, and with students’ increasing attention to the cost of education, they stand to influence them even more in the future.

Most OECD countries charge international differential fees

Education at a Glance 2014 notes that in general, there is a trend among OECD countries to charge higher education fees for international students than domestic students. Examples of countries with such policies in place include: 

  • Austria;
  • Canada;
  • Denmark;
  • Ireland;
  • The Netherlands;
  • New Zealand (with the exception of doctoral students);
  • Poland;
  • The Slovak Republic;
  • Slovenia;
  • Sweden;
  • Switzerland;
  • Turkey;
  • The UK;
  • The US.
However, in most EU countries, students from other EU states are treated the same as domestic students with regard to tuition fees. This is a significant boost to student mobility within Europe, and an important policy instrument in support of major mobility programmes, such as Erasmus.

Meanwhile, in Finland, Iceland, Norway, and most recently Germany, international students do not have to pay tuition fees. University World News notes that this, “combined with the availability of programmes taught in English, probably explains part of the growth in the number of foreign students enrolling in some of these countries between 2005 and 2012.”

As much as no-tuition policies may help to attract international students, however, they do mean that the public sectors of the countries with such policies have to shoulder a sizeable financial burden. Denmark moved away from no-tuition policies a few years ago, and Finland and Sweden are also doing so, though offering subsidies to help defray tuition costs.

Tuition levels and student decision-making
Needless to say, tuition fees are one of the primary revenue streams for most post secondary institutions. Ideally, they enable institutions to operate in such a way that the quality of programmes and research output, the prestige of professors, the sophistication of campus infrastructure and technology, and the overall supports and services for students are so impressive that they attract substantial volumes and quality of students. All of this, in turn, enables universities to build their reputation and programmes and better ensure their long-term sustainability.

But when tuition fees climb too high, without mitigating grants or scholarships:

  • On the domestic front, they threaten accessibility to education for lower-income students;
  • On the international front they may cause students to choose one country, and/or institution, over another, on the basis of affordability.
This, at a time when, according to the OECD: “Collectively, students around the world invest about US$50,000 each to earn a degree. In Japan, the Netherlands and the US, average investment exceeds US$100,000 when direct and indirect costs are added.”

The OECD adds that direct costs such as tuition fees constitute roughly one-fifth of tertiary-level students’ total investment. So when variance in tuition fees occurs across countries, prospective international students at least take notice, and, depending on the degree of difference and/or the student’s price sensitivity such variability in tuition levels may be a significant factor in the choice of study destination.

When tuition fees are perceived to be relatively high, international students will be interested in knowing whether there are grants or scholarships (and loans, to a lesser extent because they eventually have to be repaid) available to help make a programme more affordable.

Grants ease the impact of high relative tuitions

Notably, the leading destinations of the US and the UK offer sizeable grants to international students, which may be a key determinant of their ability to retain international student market share in the future. The OECD singles out the following countries as destinations where larger “grants effects” (that is, direct transfers to students in the form of scholarships or other grants to subsidise the costs of study) are present:

  • Austria;
  • Denmark;
  • Finland;
  • The Netherlands;
  • Sweden;
  • The US.
The OECD notes as well that the US and the UK are the only ones among the five countries with the highest direct costs (averaging US$20,000 or more per year) to “provide substantial grants to students.”

Other leading destinations such as Canada, Australia, and New Zealand rely more on loans rather than grants as incentives for international students.

Such measures reinforce the findings of a recent European Commission study that observed the tempering effect of increased student aid on tuition increases. More specifically, the study found that, when balanced with expanded financial aid for students, increases in tuition fees do not necessarily negatively impact higher education enrolment unless the magnitude of the price change is exceptional.

Pricing in Asian hubs

Asian students represent a massive 53% of international students around the world, with the largest proportions coming from China, India, and South Korea. Virtually every country invested in its international education sector is interested in gaining more market share of these students, and regional education hubs are gaining ground in such places as Malaysia, Singapore, and Hong Kong.

As has often been observed, the emergence of these significant regional destinations is an important factor in the ongoing competitiveness of traditional destination countries like the US, the UK, Canada, and Australia, all of which are so dependent on Chinese and Indian students in particular. For example, students from China, India, and South Korea together account for roughly 50% of all international enrolment in the United States, and Chinese and Indian students compose 40% of the international student population in the UK.

Already there are signs that China’s huge investment in its education system is beginning to position it not only as a major sending country, but also as a destination for study abroad. For example, China is drawing a very significant share of Korean students; in 2012 China trailed only the US as a study abroad destination for Koreans. And recently, China became the third most popular study destination in the world.

However, fees are a factor in regional mobility, and Singapore provides a recent, cautionary example in this respect. University World News reports that Singaporean universities have implemented tuition fee increases of 11–17% for international students in the past year, and notes:

Singapore is now one of the most expensive countries globally to obtain an undergraduate degree once the high cost of living in the city state is taken into account. Foreign student numbers have fallen as fees have been rising – and at a much faster rate than those for locals.”

Immigration statistics from Singapore indicate that the country hosted about 75,000 students this year compared to 84,000 two years ago (and against a goal of attracting 150,000 students by 2015).

Other strategies to attract and retain international students
Of course costs of study alone are not the only consideration of international students: ultimately for many of them, it is the longer-term return on investment of their education post-graduation. Specifically, will their education pave the way to their desired career, in a country they enjoy, and provide them the income they aspire to?

For this reason, international students will also be looking very carefully at destination countries in terms of their policies enabling – or preventing – exciting post-graduation work and immigration opportunities. Canada has been a leader in developing progressive work and immigration policies for international students, which is catching the attention of Indian students, among others. Australia, too, is benefiting from Indians’ growing perception that the UK, a preferred study destination for many years, is unwelcoming to international students; Indians are once again growing as a proportion of Australia’s international enrolments.

On an institutional level, ties to relevant professional organisations and companies, in terms of co-op and internship opportunities, are of growing importance to international students.

Source - ICEF Monitor

Quick Access Link: 

Study in China - All you need to know about further education in China

Is Studying Abroad An Expensive Affair?

Indeed studying abroad is an expensive affair. The research report by banking giant HSBC, which surveyed 15 countries, said Australia is the most expensive place for an international student to attend university, ahead of Singapore and the U.S. An overseas student would need US$42,000 (RM134,000 @ 1USD = RM3.2) a year to meet university fees and living costs in Australia. For international students studying in Singapore and U.S., the total cost is USD39,000 (RM125,000) and USD37,000 (RM118,000) per annum respectively. To a family with an average income (middle class) , this is a whooping sum to be forked out for children education if no proper education financial planning is planned at a very early stage.

It is also true that there are many institutions, colleges, universities and government that offer their students scholarships and financial assistance. It is also a known fact that the scholarships are only for the most exceptional students. The truth is that you must be an all-rounded and an excellent student to win a scholarship. If you able to secure or being offered scholarship or financial assistance to study abroad, then you have removed a huge obstacle and financial burden in your study abroad plan and can be more focus in your studies and enjoy your memorable years in overseas to pursue your dream. 

Nevertheless, data released by the Institute of International Education of U.S. revealed that 65% of the international students in the US in 2013/14 were self-funded. Only 8% were supported by foreign scholarships via their own government or corporations and 19% by scholarships from US institutions. 

In China, the number of self-funded international students in 2012 stood at 299,562 or 91.24% out of 328,330 international students who studied in China. And in Malaysia, the data released by HSBC survey 2014 shown that Malaysian parents drawn its own savings to finance their children education abroad stood at 85%. Based on these data and also the problem of too many students apply for the same thinking will make getting scholarship to study abroad looks dim.

Unless you are a bright student, scholarship and financial assistance to study abroad is very competitive and availability is scarce and this make self-funding is the only choice that looks viable. However, do not let this situation dampen your aspiration to study abroad. There are plenty of options available to you.

Study abroad can be affordable if you do your home work well. Planning to study internationally requires a holistic analysis of costs and benefits - tuition, lodging, books, food and transportation must be weighed alongside quality of education and liveability.

fees per 
year (US$)
Cost of 
per year 
costs per 
Quality of 
% who rank 
country in top 
3 for quality 
of education
United States$24,914$11,651$36,5643151
United Kingdom$21,365$13,680$35,0454238
Hong Kong$13,444$18,696$32,140576

The above table shown there are few countries that offered reasonable and affordable tuition and living cost with just one-third of the total cost compared with countries like U.S., UK and Australia. No doubt, the education quality of these western countries is known to be far more superior than these low cost countries, but the cost and benefit must also be taken into consideration to decide your study destination.

For instance international student who attends university in China, the total cost is around USD11,000 (or RM35,200) per year. This amount made China being ranked at low end of 13th position in term of study cost which surveyed over 4,500 parents in 15 countries. This amount looks very affordable for an average family to send their children to school internationally to acquire new languages, build international experience, and foster independence and self-reliance. 

In term of education quality, China is highly rank at 5th position among these countries just behind U.S., UK, Australia and Canada. So you see the logic behind of study at a low study cost country but without compromising the quality of education. Hence you get the deal that offer best of both worlds - low tuition fees with high education quality. 

Other than China, there are many countries like Germany, Norway and Finland even offer almost-free tertiary education to specifically target international students. You need to do your home work to identify it. Go on the internet, search, look up and shortlist them.

Another way to analysis the cost/benefit is "Value for Money" approach. The new approach is meant to identify and highlight universities that do the best job of helping disadvantaged students graduate with the ability to start a career free of crushing levels of debt with its low tuition fees.  The 5 criteria used to identify these universities in U.S. namely tuition fees, percentage of the student body from low-income households, graduation rate, salaries of grads once they start working, and the size of each school’s endowment. 

The result is is shocking and a dismay to many reputable universities in U.S. which charged very high tuition fees. In this "Value for Money" approach, it shown that many of these universities offer a low tuition fees but able to help students with low income background to gain quality education and subsequently gainfully employ. Please see below graphic.

Further study in China certainly provide a "value for money" although there is no research and data to support it. The benefits attached to study in China are plenty and below are the obvious reasons why you should choose China as your destination for further education:

  • Low and affordable tuition fees and living cost.
  • High standard of education quality and internationally recognized.
  • Fulfilling wholesome on campus life with many facilities and student activities.
  • Opportunity to learn additional language skill; the widely spoken international language - Mandarin. Knowing Mandarin for sure will give you added advantage and brighten your job prospect. A new language acquired is equivalent to a lifetime reward. 
  • Many Fortune 500 companies have set up regional base in China and more and more companies are eying China for international trade. As such employment opportunity is promising either in China or your home country. 
  • A better understanding of the Chinese culture is now an important employable skill against the background of a globally-competitive workforce. Study in China allows you to gain the skill of understanding of China.
  • Unlike OECD countries, universities in China offer almost the same tuition fees to international students as to domestic students, in order to make it more affordable for international students to study at their institutions. Tuition fees in China universities are heavily subsidized by Chinese government.
  • China became the third most popular study destination in the world. China government huge investment in its education system is beginning to position it not only as a major sending country, but also as a destination for study abroad. As such, international students are set to benefit with this huge investment in education alongside with Chinese students.
Therefore, if you weigh cost against benefit and plan your study options well, study abroad is within reach to many students even without the assistance of financial aids like scholarship and loan. If you do your research well, you can find a good quality study abroad program at a reasonable cost. Go on the internet, search, look up and shortlist them. 

Study abroad offers many benefits and will help to realize your own self and potential. Study abroad at a foreign university that offer wholesome campus, colorful and fulfilling campus life, will certainly add value in your quest of acquiring knowledge and skills in your university life.

Quick Access Link:
Study in China - All you need to know about further education in China
Related posts:

1. Why Study Abroad?
2. New Study Makes The Link Between Study Abroad and Employability.

Tuesday, 18 November 2014

China-Australia Higher Education Relations Vital for People-to-People Contact

Xinhua News Agency November 18, 2014. 

Interview: China-Australia higher education relations vital for people-to-people contact

SYDNEY, Nov. 18 (Xinhua) -- China and Australia's education sectors are proving to be the ideal platform for prosperous people- to-people exchanges, according to one of Australia's leading academics.

Prof. Fred Hilmer, president and vice-chancellor of University of New South Wales (UNSW), sees China-Australia cooperation in education will continue to develop positively in the coming years.

The Australian education sector has become a boom industry with more than 90,000 Chinese students living and studying in Australia.

After China and Australia signed a landmark free trade agreement on Monday, the ties and cooperation between the two nations will deepen, Hilmer said.

He said the education sectors of both China and Australia have evolved over the past two decades and there have been more partnerships formed between universities and colleges of both nations, resulting in ground-breaking research.

"We have come out of the phase where students come here for a degree, we have come out of the individual cooperation and moved to a partnership-based approach to education. I think that has greater promise," he said.

"In China there are many outstanding academics and over time it is getting better and getting stronger. Australia, while it's a small country, is very highly regarded in terms of education so it' s a good partnership.

"So we are a small partner with a big partner. Energy and metals will be important, but in terms of people-to-people impact, the development of education relationship is absolutely vital and a great opportunity."

Hilmer highlighted the benefits of "China's economic miracle" that help enrich the lives of so many Chinese people so that they could afford tertiary education in Australia.

He said Chinese student involvement in the Australian university system has evolved over three different phases, the first phase occurring when students started to come from China to Australia in the 1990s.

"It was an export of education and the Chinese students largely studied undergraduate degrees," he said.

"In this century, the relationship started to deepen and we went into a collaborative phase in which students were doing graduate studies and conducted research on an individual level.

"We had scientists here that were very good at aerodynamics and they were meeting at a conference and worked together with Chinese scientists and out of that came a lot of joint papers, and joint research. That was the collaboration phase."

Hilmer said the next level in Australia-China education participation is the relationship phase in which joint programs are being developed by different universities.

"We have relationships with Shanghai Jiao Tong University so we have joint programs and the students will come both ways, not just one way. Students will come from China to Australia, students will come from Australia to China," he said.

"We also do joint research, not just on an individual basis, but let's set up a unit, get space for the project and let's work on some important problems. For example, we are working in the area of water purification, how you deal with algae.

"What we are seeing in this collaborative phase is that we are really partners. That's where the future will be where we work together as partners as we bring a different perspective, different problems. Working in different languages is sometimes difficult, but it is sometimes an advantage because you have access to bodies of learning that you otherwise might not have been aware of."

Hilmer has an extensive business background, having been the CEO of one of Australia's largest media companies, Fairfax Holdings, and has written a number of books on strategy, organization and economic reform.

He said the China-Australia free trade agreement will be of great benefit to both nations, and the leaders of both countries need to highlight the positives rather than focus on so-called negatives within the agreement.

"I've been involved in economic reform so I'd like to be optimistic about free trade. I believe free trade is of great benefit to both sides," Hilmer said.

"But people are often afraid about free trade because they see the downside and don't see the upside. One of the challenges is to explain the upside."

In terms of education, Hilmer said the biggest trade barrier had been around Chinese students obtaining visas, but that issue had progressed very well in Australia.

"The information I get from China, and I was there a few weeks ago, was that this was no longer a problem. The processes are working much better.

"I don't think we are a main player about free trade, it's much more about tariffs, access to markets and some of the non-trade barriers that are not in anybody's interest."

Source - global post

International Enrollment Up and China is The No 1 Sending Country

November 17, 2014
By Elizabeth Redden

The number of international students enrolled at U.S. universities increased by 8.1 percent, to 886,052 in 2013-14, according to "Open Doors," an annual report on student mobility published by the Institute of International Education. The number of Americans studying abroad increased by 2.1 percent, to 289,408 in 2012-13.

There are few big surprises in the Open Doors data, which by and large reflect a continuation of recent trends. Indeed, international student enrollments at U.S. universities increased for the eighth consecutive year, with much of that growth once again being driven by a big increase in the number of students coming from the number-one sending country, China (up 16.5 percent). Chinese students now account for 31 percent of all international students in the U.S. -- up from 11 percent in 2000.

Given the large number of students involved, any sign of a change in the trend from China is closely watched. While data released last week by the Council of Graduate Schools showed that the number of first-time students from China at U.S. graduate schools dipped by 1 percent this fall, the Open Doors data -- which are for not this academic year but for the last -- showed increases in total enrollments from China at both the undergraduate and graduate levels (up 17.9 and 11.8 percent, respectively), as well as in non-degree programs such as English language courses (up 3 percent).

To compare reports with similar time frames, IIE’s researchers note that the 11.8 percent increase in Chinese graduate-level enrollments reported by Open Doors for 2013-14 in fact closely parallels CGS’s finding from a year ago that total graduate enrollments from China (as opposed to first-time enrollments) increased by 11 percent in fall 2013. (For this current fall, CGS reported that total graduate enrollments from China increased by 3 percent despite the slight drop in first-time enrollments. The first-time enrollments are seen as an indicator of future trends as many programs take longer than a year.)

"All of our trends are pointing in the same direction,” said Rajika Bhandari, IIE’s deputy vice president for research and evaluation. “One thing to keep in mind is that Open Doors is presenting a much more complete picture of what’s going on with Chinese enrollments because of our coverage of the undergraduate population. That’s where we’ve seen the huge growth in Chinese students over the past few years.”

The Council of Graduate Schools has also reported big gains in enrollment from India, a finding that Open Doors is beginning to reflect as well. The number of students from India, the second-largest sending country after China, increased by 6.1 percent in 2013-14 after three years of declines, with that increase driven by growth in enrollment at the graduate level.

Rounding out the top five countries of origin for international students in the U.S., the number of students from the third-largest sending country, South Korea, dropped (down 3.7 percent) while the number of students from Saudi Arabia jumped by 21 percent. The number from Canada increased by 3.5 percent.

Outside the top five, and from smaller bases, there was double-digit growth in the number of students from Brazil (22.2 percent), Iran (16.6 percent), Kuwait (42.5 percent), and Venezuela (14 percent).

Leading Countries of Origin for International Students at U.S. Universities

Rank and Country of Origin 2012-13 2013-14 Percent
of Total
Percent Change
World Total 819,644 886,052 100 +8.1
1. China 235,597 274,439 31 +16.5
2. India 96,754 102,673 11.6 +6.1
3. South Korea 70,627 68,047 7.7 -3.7
4. Saudi Arabia 44,566 53,919 6.1 +21
5. Canada 27,357 28,304 3.2 +3.5
6. Taiwan 21,867 21,266 2.4 -2.7
7. Japan 19,568 19,334 2.2 -1.2
8. Vietnam 16,098 16,579 1.9 +3
9. Mexico 14,199 14,779 1.7 +4.1
10. Brazil 10,868 13,286 1.5 +22.2
11. Turkey 11,278 10,821 1.2 -4.1
12. Iran 8,744 10,194 1.2 +16.6
13. United Kingdom 9,467 10,191 1.2 +7.6
14. Germany 9,819 10,160 1.1 +3.5
15. France 8,297 8,302 0.9 +0.1
16. Nepal 8,920 8,155 0.9 -8.6
17. Hong Kong 8,026 8,104 0.9 +1
18. Nigeria 7,316 7,921 0.9 +8.3
19. Indonesia 7,670 7,920 0.9 +3.3
20. Thailand 7,314 7,341 0.8 +0.4
21. Kuwait 5,115 7,288 0.8 +42.5
22. Colombia 6,543 7,083 0.8 +8.3
23. Venezuela 6,158 7,022 0.8 +14
24. Malaysia 6,791 6,822 0.8 +0.5
25. Spain 5,033 5,350 0.6 +6.3

“One of the most striking findings for us was the fact that, yes, we have very large numbers from China, but that should not overshadow the fact that we’re seeing a lot of growth from many other countries,” said Rajika Bhandari, IIE’s deputy vice president for research and evaluation.

Of the increases in students from Saudi Arabia, Kuwait, and Brazil, Bhandari continued, “Here we really see the impact of national scholarship programs. Saudi Arabia was one of the first countries to launch a large-scale scholarship program, the Kuwait program has been more recent and we know the Brazil program has just been unprecedented in its ambition and reach and scope.” Brazil's government announced last summer that it would be expanding upon is initial commitment of 100,000 scholarships for overseas study with an additional 100,000 awards.

Business and management is the most popular field of study for international students, followed closely by engineering. In terms of institution type, international student enrollment increased across the board at doctorate-granting institutions (by 9.3 percent), at master’s-level institutions (7.3 percent), at baccalaureate colleges (7.1 percent) and associate-granting colleges (1.4 percent). Special-focus institutions experienced an 11.1 percent increase.

Four research universities enrolled more than 10,000 international students in 2013-14: New York University, the University of Southern California, the University of Illinois at Urbana-Champaign and Columbia University.

To mark the 15th celebration of International Education Week, this year’s report highlights changes in international enrollment since 2000. The total number of international students in the U.S. has grown by 72 percent in that time. There are about five times as many Chinese students in the U.S. as there were in 2000 and more than 10 times the number of Saudi students, while there are substantially fewer students from both Japan and Taiwan. The number of students funded by their government has about tripled, although approximately two-thirds of students continue to be supported primarily by personal or family funds.

Meanwhile, the number of American students studying abroad has more than doubled in the past 15 years, from a base of about 130,000 students in 1998-99. IIE is spearheading a campaign known as Generation Study Abroad aimed at doubling study abroad participation again by the decade's end -- though Bhandari noted that at the 2 percent growth rate that will take 25 years. “We can do better than that,” she said.

One notable finding in this year’s data was significant growth in the number of science, technology, engineering and mathematics majors studying abroad (up 8.8 percent). If you total it up, the number of students in humanities (including foreign languages) and the arts still make up the largest group of study abroad students, but participation in STEM fields has nearly tripled in the past 15 years.

Number of American Students Studying Abroad by Field of Study

Field of Study 2011-12 2012-13 Percent Change
Total 283,332 289,408 +2.1
Science, Technology, Engineering, Mathematics 59,921 65,223 +8.8
Social Sciences 63,427 63,914 +0.8
Business 58,091 59,147 +1.8
Humanities 30,667 30,167 -1.6
Fine or Applied Arts 22,138 22,670 +2.4
Foreign Languages 14,890 14,077 -5.5
Education 11,539 11,560 +0.2
Undeclared 8,365 7,711 -7.8
Other Fields of Study 14,294 14,939 +4.5

"The big difference we’ve seen over the past 15 years is that U.S. engineering schools, U.S. science departments are really pushing students to study abroad,” said Peggy Blumenthal, the senior counselor to the president at IIE. “That didn’t used to be the case. It used to be students in the social sciences, students in the humanities and arts, their professors have always encouraged study abroad, but now I think there’s been a real sea change among the [STEM] faculty members encouraging and making possible this kind of short-term study abroad within your academic degree.”

About three-fifths of students who study abroad (60.3 percent) do so on short term programs (defined as either a summer program or one that lasts eight weeks or fewer). Another 36.5 percent of students studied for one or two quarters or a semester, while 3.2 percent studied abroad for an academic or calendar year.

The United Kingdom remains the most popular destination for American study abroad students (up 4.5 percent), followed by Italy (up 0.7 percent), Spain (down 0.8 percent), France (up 0.2 percent), and China (down 3.2 percent). Other top destinations, in order of popularity, are Germany (up 1.9 percent), Costa Rica (up 7.6 percent), Australia (down 10.8 percent), Ireland (up 5.8 percent) and Japan (up 9 percent). There were swings of 10 percentage points or more this year for #11 destination South Africa (up 17.6 percent), #18 Denmark (up 14.8 percent), #19 South Korea (up 12.9 percent), #20 Peru (up 10.3 percent), and #22 Israel (down 12.3 percent).

Many in study abroad have pushed for more students to travel to "nontraditional" destinations outside Europe. Over all, about 53 percent of Americans studying abroad in 2012-13 chose to do so in Europe -- down from 63 percent 15 years earlier.

IIE estimates that 9.4 percent of all U.S undergraduates (including community college students) study abroad during their degree program, a figure that rises to 14.3 percent when only students studying for a bachelor’s degree are included.

Source - Inside Higher Ed 

Quick Access Link - 
Study in China - All you need to know about further education in China

Related post-
1. Shifts of Foreign Grad Population in U.S.

Monday, 17 November 2014

Explore China - Going back to Three Kingdoms Period in Zhaohua Ancient City

Zhaohua ancient city locates at Zhaohua county in Sichuan province. It is at the joint of Bailong River, Jialing River and Qingjiang River, and is surrounded by water and hills. It was well known in the Three Kingdoms Period (220-280) because many wars were fought here.

Zhaohua ancient city is one of the earliest counties in China and is preserved well until modern time. Roads connect each other forming T-shaped military defense system. Buildings of Ming and Qing Dynasty are well preserved in this ancient city. Some houses of street on the streets have been transformed into shops selling local specialties and souvenirs, attracting many tourists from home and abroad.

This ancient city is not big but delicate enough. Walking through the streets and alleys slowly, you can feel its elegance, especially moved by its nature and simplicity.

The local authorities have developed some interactive activities to boost tourism. Some costume dramas were being performed here: a magistrate was hearing a case; a student was cramming for an exam and three warriors were combating Lu Bu. The shows made one feel that he was back to the Three Kingdoms Period.

The photo of Zhaohua ancient city in Sichuan province. (Photo/

The photo of Zhaohua ancient city in Sichuan province. (Photo/

The photo of Zhaohua ancient city in Sichuan province. (Photo/

The old vegetable vendor is dressed in ancient costumes. (Photo/

The old man sits in front of his house, looking at the passers-by. (Photo/

The old man sits in front of his house, looking at the passers-by. (Photo/

A costume drama will be performed here. (Photo/
A costume drama will be performed here. (Photo/

A costume drama will be performed here. (Photo/

A costume drama will be performed here. (Photo/

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Education Research - The Old and Traditional Teaching Method is Better and Far More Effective

Minister tells schools to copy China - and ditch trendy teaching for 'chalk and talk': Teachers speaking in front of a class 'much more effective than independent learning'

  • Education Minister Nick Gibb said 'whole class teaching' is more effective
  • It involves the teacher instructing all pupils together using blackboard
  • Remarks follow scheme which saw teachers from UK visit Shanghai
  • Researchers have found children in China achieve 30% higher marks 
  • Method was used in UK until '50s when it was deemed too authoritarian 

By Jonathan Petre for The Mail, United Kingdom
Published: 23:32 GMT, 15 November 2014 | Updated: 12:08 GMT, 16 November 2014

Schools are being urged to go back to ‘chalk and talk’ teaching that was once widespread in Britain – in order to reproduce the success the traditional methods now have in China.

Education Minister Nick Gibb said having a teacher speak to the class as a whole from the front was much more effective than children working on their own – the method which has become dominant in schools over the past 40 years.

Mr Gibb’s intervention, which will infuriate many in the educational establishment, follows a Government scheme in which more than 70 maths teachers from British primaries went to Shanghai to study the teaching styles of their Chinese counterparts.

Education Minister Nick Gibb has said having a teacher speak to the class from the front was more effective
Researchers have found that children in China achieve marks in maths up to 30 per cent higher than English pupils of the same age.

In ‘whole class’ teaching, which was common in this country until the 1950s, the teacher instructs all the pupils together by using a blackboard, or its equivalent, while testing the children with questions.

But progressive educationalists argued this was too authoritarian, and instead promoted the ‘child-centred’ approach that has been prevalent in primary schools since then. Under this system, pupils are encouraged to ‘discover’ knowledge by themselves, working at their own speed or in small groups, with the teacher offering them support.

Mr Gibb told The Mail on Sunday: ‘I would like to see schools across the country adopt whole class teaching methods, particularly in maths and science. Research shows it is significantly more effective than other methods that concentrate more on personalised learning.’

He said Shanghai schools topped international league tables, with 15-year-olds there three years ahead of their English counterparts in maths.

Mr Gibb added: ‘In Shanghai primary schools, whole class teaching with all pupils taking part in question and answer sessions is key to their success. All their pupils are taught the same curriculum and all are expected to reach the same high standard.’

In ‘whole class’ teaching, which was common in this country until the 1950s, the teacher instructs all the pupils together by using a blackboard, or its equivalent, while testing the children with questions

Professor Alan Smithers, director of the Centre for Education and Employment Research at Buckingham University, said: ‘English education was overtaken with progressive ideas in recent decades, which held it was better for children to learn by themselves and at their own pace.

‘This was clearly madness, and it has taken 40 years to realise this.

‘The trouble with the trendy methods is that the children are left to their own devices, including chatting to their friends, while the teacher is elsewhere. It is a very inefficient use of time and resources.’

Mr Gibb’s comments have been backed by recent research, which concluded that the success of pupils in the Far East is largely down to teaching methods.

Maths tests taken by 562 nine and ten-year-olds in classrooms in Southampton and Nanjing in China found that the Chinese pupils scored between 20 and 30 per cent higher than the English youngsters.

Classes in England, where pupils are often grouped in desk clusters, spent nearly half of their time in 'individual group work' compared with 28 per cent of those in China, research revealed

Researchers also used video to analyse what was going on in lessons and found that in the Chinese classrooms – where pupils sit in rows of desks facing the front – ‘whole class interaction’ was being used 72 per cent of the time, compared with only 24 per cent in England.

By contrast, the classes in England, where pupils are often grouped in clusters of desks, spent nearly half – 47 per cent – of their time in ‘individual or group work’, compared with 28 per cent in China.

The research, by Zhenzhen Miao and Professor David Reynolds of the University of Southampton, concluded: ‘Effective teachers spent longer time on interacting with the whole class rather than with individuals/groups or leaving pupils to independent seatwork.’

Prof Reynolds said he was disappointed that more schools were not increasing their use of the ‘whole class’ approach as it would improve results in most subjects.

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