8 Reasons Why India Will Be The Next Economic Opportunity for the Education Industry

August 16th, 2019

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India is posed to be the next source for economic opportunity for the education industry.

Here are a few reasons why:

  1. With a population of over 1.3 billion, about half are less than 20 years old.
  2. In 2018, India’s education sector generated US$ 91.7 billion in revenues (source: India Brand Equity Foundation)
  3. Projected revenues for 2019: US$ 101.1 billion (source: India Brand Equity Foundation)
  4. Percentage of India’s Gross Enrolment Ratio (GER) in higher education in 2016-17: 25.2% (source: All India Higher Education Survey, Union Human Resource Development)
  5. Technology, such as the rise of affordable internet access, smartphone penetration, the use of digital solutions for education, recorded classroom videos, live-streamed instructions, e-books, online tests, and distance learning providing access to millions, the entry of Internet of Things (IoT) are among the many technological solutions empowering the education space.
  6. Rising disposable income helping parents to invest in edtech solutions to enhance their children’s learning experience.
  7. The Indian government has been supporting start-ups and education sector in the past 5-6 years. Campaigns like UDAAN (by CBSE), PRAGATI (by AICTE) and Skill India (by the Ministry of Human Resource Development) are all addressing aspects of education, from the gender gap, promotion of vocational education, and expanding access to schools and college for millions of students.
  8. The government’s policies are helping industry-academic partnerships to make education more relevant to the employment market and economy.

For more information, click here


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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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14 Quick Facts on UK as a Higher Education Destination for International Students

August 8th, 2019

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The UK continues to be a popular destination for international students pursuing their higher education.

Here are a few facts on the UK and its role in international education:

  1. Number of international students studying in the UK higher education in 2017-2018: 458,490
  2. Percentage of international students that account for the UKs total student population: 19.6%
  3. Percentage of international undergraduate students: 14%
  4. Percentage international graduate students: 35.8%
  5. The top 5 sending countries for international students to the UK in 2017-2018: China, India, USA, Hong Kong and Malaysia.
  6. Percentage of Chinese students at UK higher education institution that make up all international students: 23.2%
  7. Top sending countries within the EU to the UK for higher education: Italy, France and German.
  8. UK’s growth rate dropped from 0.5% in 2015 to 0.3% in 2016.
  9. Destination countries posing as competitors to UK for international students: Australia, Canada, USA, and Germany.
  10. Percentage of international students satisfied with their experience studying at UK universities: 90% (per UUKi research)
  11. Percentage of international students satisfied or very satisfied with the support they received while studying in the UK: 80%
  12. Percentage of international student who considered their UK degree a valuable investment: 82%
  13. Popular fields of study at both undergraduate and postgraduate level in 2017-2018: Biological Sciences, Business and Administrative Studies, Creative Arts and Design, Engineering and Technology, Social Studies.
  14. Percentage of international staff from the EU at UK institutions of higher education: 60%

For additional information, click here


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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Dispatches from 2019 EducationUSA Forum, Washington, DC

August 2nd, 2018

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For the uninitiated, EducationUSA is a “U.S. Department of State network of over 425 international student advising centers in 178 countries. The network promotes U.S. higher education to students around the world by offering accurate, comprehensive, and current information about opportunities to study at accredited postsecondary institutions in the United States. EducationUSA also provides services to the U.S. higher education community to help institutional leaders meet their recruitment and campus internationalization goals. EducationUSA is your official source on U.S. higher education.”

Each year, EducationUSA hosts its Forum in Washington, DC bringing together representatives from U.S. higher education institutions and EducationUSA REAC (Regional Educational Advising Coordinators) and Advisors. For the first time this year, EducationUSA opened its registration to non-U.S. HEIs such as NGOs, agents, and third party service providers such as credential evaluation organizations. On the first day of the forum, as a first time attendee, I decided to attend the sessions offering the regional overviews where REACs and Advisors offered first hand information on the regions and countries they represent.

The overviews in most cases are general snapshots of the current state of a country’s economy, student population and trends concerning study abroad. Here’s a brief summary of some the key takeaways from the sessions I attended:

South American Overview

  • 10% of international students coming to the U.S. are from this region
  • There is a rise in the number of students coming to the U.S. from the Caribbean
  • Uruguay is showing a 25.8% increase in number of students it sends to the U.S.
  • Colombia receives a large number of students from the U.S. for study abroad
  • Colombia and Ecuador favor the U.S. as a study abroad destination

Bolivia

  • Impacted by the 2019-2010 local political changes
  • Growing middle class
  • English is a barrier
  • Has strong economy but not sustainable
  • Central and regional governments have put in place a scholarship initiative
  • Visits to Bolivia by U.S. HEIs yield immediate results

Colombia

  • Students and their parents seek affordable options for their international education
  • Government offers scholarships mostly at the graduate level
  • Has strong local universities which are well-positioned for partnerships with U.S.
  • HEIs
  • COLFUTURO is an NGO set up to help with partnerships between institutions

Ecuador

  • Experiencing an economic recession
  • Changes in local education policies might make parents sent their children overseas
  • Other countries have a strong presence in Ecuador to recruit students
  • Coastal and highland regions are very different and require different recruitment strategies
    Enjoys a strong network of local institutions

Peru

  • Government invests in higher education
  • Quality of education at the high school level has improved
  • Increase interest from Peruvians to study abroad
  • Local economic environment has students concerned about their education and future employment opportunities

Venezuela

  • U.S. Embassy in Caracas is temporarily closed
  • Visas are issued at U.S. Embassy in Bogota, Colombia
  • Venezuelans are applying for admission to U.S. HEIs while based in other countries

Southern Cone Region: Chile, Argentina, Brazil, Uruguay, Paraguay

  • Safety and security is not as much of a concern since their own regions have security issues
  • China is a big competitor, e.g. Confucius Institute
  • Canada, Australia, France, German and Portugal (focus on Brazil) are the other big players in the region
  • Foreign governments offer scholarships and affordable higher education
  • Student mobility from the southern cone regions of S. America is on the rise
  • Big trend is Brazil’s partnership programs at the Grade 10-12 levels.

Chile

  • Creation of the Math, Science, Technology, Innovation and Knowledge initiative in 2019
  • Chilean universities looking to internationalizing their campuses

Paraguay

  • Showing interest in internationalization and partnerships

Uruguay

  • Popular fields of study for its students studying abroad: Law (LLM), Social Sciences,
  • Business/Economics, Engineering, Computer Science and Design

Europe and Eurasia Overview
U.S. HEIs would need to highlight the following features of U.S. education to attract students from this region:

  • Liberal Arts education
  • Internships, Co-ops and OPTs after graduation
  • Financial incentives (e.g. merit-based or athletic scholarships)
  • The multicultural aspects of U.S. college campuses
  • Research takes place at the smallest and largest HEIs
  • Vibrancy of campus communities that provide a fully immersive experience
  • English language skill development

Additional takeaways:

  • Top majors favored by Ukrainian students include Business, STEM, and Law (LLM)
  • Germany, France, UK, and The Netherlands are the key competitors of U.S. as they offer more affordable higher education and have 3-year degrees
  • U.S. HEIs would need to attend more education fairs in Europe and show their presence
  • Hold webinars
  • Use alumni to help promote
  • There has been an increase of 40% in the number of Albanian students studying in the U.S. in the past 5 years and majority are enrolled at U.S. community colleges
  • Serbia is showing interest for study abroad
  • Russian students are supported by families who have funds to support their study abroad
  • 50% of Belgian students in the U.S. are enrolled in undergraduate programs, some are enrolled in short-term program and some are part of student-exchange and language programs. Why? Less time spent time from home.
  • Most popular short-term programs: England language
  • Countries with large number of ESL students: Switzerland, France, Germany, and Russia

I also attended the following sessions: East Asia & Pacific Region Overview; Advancing Institutional Partnerships in Europe and Eurasia; Recruiting in Nepal, Pakistan, Sri Lanka, and Bangladesh; Recruiting in Francophone Africa. There is still one more day left before the EdUSA Forum ends, but for the purpose of this blog, I’ll stop here and hope to have more to share in a follow-up post.

Before I forget, Assistant Secretary of State, Mary Royce spoke at the luncheon yesterday. I best leave you with a link to the article written about her speech issued by InsideHigherEducation as I will not be able to do it justice. In a nut shell, Ms. Royce painted a disturbing picture of Chinese students studying at U.S. institutions. As the article asks: was hers a “welcome message or a warning?” Unfortunately, the attendees saw nothing welcoming about the message.


jasmin_2015
Jasmin Saidi-Kuehnert is the President and CEO of the Academic Credentials Evaluation Institute (ACEI).

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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Vietnam: Taking Steps to Improve Foreign-Language Instruction

July 26th, 2019

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The Ministry of Education and Training of Vietnam has made great efforts to improve the quality of foreign-language instruction. The understanding is that foreign-language instruction could greatly improve the overall quality of the country’s education system. According to Vietnam’s Minister of Education and Training Phung Xuan Nha, the government’s expected goals have not been met. The Minister has proclaimed that the standards of teaching need to be improved starting at the primary level and continuing onto to high school. This will accelerate foreign language learning so that less time would be needed to study it at the tertiary level.

The Minister has also stressed the importance of having teachers with extensive training in teaching methodology and access to materials to help realize this goal. At this time, many teachers of English at Vietnamese schools are not adequately trained or qualified.

Here are a few suggestions made by the Minister to help improve teacher training:

  • Digitize teaching materials so that it is available for all teachers across the country;
  • Develop a system of standardized testing to limit variations in scoring and assessment;
  • Improve teacher training programs so that teachers’ qualifications do not vary from region to region and promote more equity between teachers from disadvantaged areas with those in the cities. Currently, in the provinces and cities that are economically more developed, the teacher training programs cover instruction methods for 3rd to 12th grades while in the less developed areas, the teacher training programs are for 6th to 12th grades. The Ministry is proposing to have the training cover 3rd to 12th grades regardless of socio-economic differences between regions.

For more information on the reforms proposed by the Ministry, click here.


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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Our Planet: 911 Emergency

July 19th, 2019

On July 10, 2019, a network representing more than “7,000 higher and further education institutions from six continents have announced that they are declaring a ‘climate emergency’, and agreed to undertake a three-point plan to address the crisis through their work with students.”  As the letter from the representatives of the 7,000 plus institutions states: “The young minds that are shaped by our institutions must be equipped with the knowledge, skills and capability to respond to the ever-growing challenges of climate change. We all need to work together to nurture a habitable planet for future generations and to play our part in building a greener and cleaner future for all.”

In this week’s blog, we share this insightful piece by our guest blogger, Tom Schnabel who writes about the Apollo 11 Moon landing and the music it inspired about our blue planet called Earth.  For, as Tom mentions in his piece, it was the “magnificent sight of our planet earth seen from the moon as a small blue ball (that) provided a spark in the environmental movement.” As those involved in international education, let’s work together to bring awareness to the plight of our planet, the well being of its inhabitants, and the future we would like to leave behind for generations to come.

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The Apollo 11 lunar lander Eagle returning to the Columbia command module for the journey back to Earth. Photo: NASA


The Apollo 11 moon landing that took place on July 20, 1969, represented a staggering achievement for the human race. The desire to explore outside the earth’s boundaries reached back to Mesopotamia, ancient Babylon and Persia, also with Aristotle and the ancient Greeks, and later with cosmologists Tycho Brahe, Copernicus, and Galileo’s observations. While Einsteinian physics had unlocked more information about the universe, nobody ever viewed the earth from the moon until 1969.

President Kennedy promised in 1961 to put a man on the moon by the end of the decade, and he put forward the resources to make it happen. The Apollo space capsule and the computer systems of Mission Control in Houston are primitive by today’s standards, but the astronauts made the voyage there and back in eight days. Rocket scientist Wernher von Braun said of the moon landing, “What we will have attained when Neil Armstrong steps down on the moon is a completely new step in the evolution of man. For the first time, life will leave its planetary cradle, and the ultimate destiny of man will no longer be confined to these familiar continents that we have known so long.”

Over the past fifty years since the landing, many musicians have found inspiration in the historic moment and responded in song. Brazilian superstar Caetano Veloso was in a sweltering Brazilian jail when his wife handed him a newspaper with a picture of a little blue planet as seen from the moon. He was so moved by it that he later wrote the song “Terra” (“Earth”). Read the English translation of the lyrics here.

Brian Eno composed an ethereal, floating suite called Apollo: Atmospheres and Soundtracks for the documentary film For All Mankind, which celebrates the earth’s beauty and the Apollo space program. An expanded edition of the soundtrack with 11 new tracks will be released on July 19 in celebration of the 50thanniversary of the landing. You can listen to the original remarkable sonic journey in its entirety below:

The electronic artist Michael Adam Kandel, aka Tranquility Bass, took his stage name from the Tranquility Base landing site in the Sea of Tranquility, the area of the moon where the Apollo 11 crew touched down. I’ve always liked his catchy tune called “Cantamilla.”

I learned from this past Sunday’s New York Times Apollo 11 special section that Duke Ellington composed and performed the song “Moon Maiden” for the event.

There have been countless tributes to this historic achievement over the years, some listed here in this New York Times article. I highly recommend the 2019 documentary Apollo 11, which tells the story with previously unseen footage from the development to the actual landing. You might also check out an interesting show called Apollo 11: the Immersive Live Show, playing at the Rose Bowl through August 11.

Fifty years ago, the magnificent sight of our planet earth seen from the moon as a small blue ball provided a spark in the environmental movement. This anniversary seems all the more poignant today as governments and climate-change deniers roll back environmental protections and cut down huge swaths of rain forests to plant soybean and palm oil trees. It is a dire situation–global warming will increase to the point where life as we know could be seriously threatened by 2050. One can only hope that this anniversary will serve as a reminder of what’s at stake back home on earth, even as we seek to return to the moon and continue to explore beyond our solar system.

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toms

Tom Schnabel, M.A.

Chevalier de l’Ordre des Arts et des Lettres
Blogs for Rhythm Planet
Author & Music educator, UCLA, SCIARC, currently doing music salons
www.tomschnabel.com

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The Importance of Institutional Accreditation

July 12th, 2019

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The first step in evaluating non-U.S. academic documents is to determine whether the institution where the studies were completed is recognized and approved by the education authorities in the country, which in most instances is the Ministry of Education.

In the U.S. there is no central government body that establishes, maintains and sets standards to oversee academic institutions. Instead, there are accrediting groups which themselves have met or exceed recognition standards in order to review and accredit academic institutions. Accreditation as defined by the United States Department of Education is “the process whereby an agency or association grants public recognition to a school, institute, college, university, or specialized program of study which meets certain established qualifications and educational standards, as determined through initial period evaluation. The essential purpose of the accreditation process is to provide a professional judgment as to the quality of the educational institution or programs (s) offered, and to encourage continual improvement thereof.”

There are some institutions that are “unaccredited” but have formal legal authorization to operate and enroll students or issue degrees. But being incorporated as a For-Profit entity or have a business license to operate does not mean that the institution is also accredited by the nationally recognized accreditation bodies. If you’re planning to study at a college or university in the United States, it is important that you first check on the “accreditation” status of the institution.

Why is institutional accreditation important?

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3 reasons why institutional accreditation is important:

  1. helps determine if an institution meets or exceeds minimum standards of quality
  2. helps students determine is an institutional is acceptable for enrollment
  3. assists institutions in determining acceptability of transfer credits.

A student who attends an accredited institution in the U.S. is able to move freely from one accredited institution to another and receive recognition of his/her studies. Before you enroll in a school, institute, college or universities, check on its accreditation status first. One thing you don’t want to happen is graduating from at an unaccredited institution in the U.S. that will not be recognized by employers, the government or other schools, colleges or universities.

The Council for Higher Education Accreditation provides a list of recognized accreditation boards which is available on its website www.chea.org. You’ll be able to check on the accreditation status of a particular school, college or university or access a complete list of accredited institutions of postsecondary education in the United States.

For further information on the world education systems and credential evaluations, visit our website at www.acei-global.org or contact ACEI at acei@acei-global.org

This was originally posted on October 12th, 2017.


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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Happy 4th of July!

July 4th, 2019

Screenshot 2019-07-04 09.12.01

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