The pandemic’s impact on enrolments of Chinese students at UK independent schools has been widely covered in the educational press. Declines of around 27 per cent have been reported from 2020 figures.
While there are reasons to be optimistic about a bounce back, such as record applications from Chinese students to UK universities, the higher education sector’s reliance on students from China is raising issues which the independent sector would be wise to pay attention to.
Aside from the lack of diversity on campus that dependence on China generates, there is a long-standing attainment gap which can no longer be ignored. The government’s international education strategy, which aims to increase education exports to £35 billion per year, has put enhancing the international student experience and improving the quality and reliability of graduate outcomes data among its core objectives.
“Aside from the lack of diversity on campus that dependence on China generates, there is a long-standing attainment gap which can no longer be ignored.”
Historically, the HE sector has only tracked its UK students, but the change of focus will put the spotlight on persistently poorer degree results achieved by non-EU students (the majority being Chinese) compared to their UK and EU counterparts.
Couple this with the Chinese government’s ambitious improvement plans for its own higher education sector and a huge growth in the quality of international schools offering bi-lingual, bi-cultural education domestically, then we have the potential for a perfect storm.
No Chinese parent makes a long-term investment sending their child overseas in order for them to graduate with a 2:2 or a third. Especially when there are schooling opportunities offered by prestigious British brands closer to hand that offer progression to degrees at top universities. The disruption caused by Covid has simply been driving more parents down the “home turf” educational route.
“British schools have an advantage which will allow them to tackle issues around attainment head on.”
But, on the flip side of every threat lies an opportunity. The Chinese government’s recent clamp down on the use of foreign curricula and textbooks in international schools teaching Chinese students up to the age of 15 may cause a rethink among some parents. Aside from these political developments, British schools have an advantage which will allow them to tackle issues around attainment head on.
Unlike universities, they use common base-line tests which identify individual students’ strengths and weaknesses early. Making it possible to monitor progress and address underlying problems. What is more, the factors impacting EAL learner attainment are better understood because the data from widely used tests has facilitated large scale studies.
These reveal that English language proficiency accounts for 22 per cent of the variation in attainment for pupils with EAL, making it far more significant than other commonly measured variables. That said, it also shows those who reach a high level of proficiency are likely to out-perform native speakers academically. So, independent schools are in an ideal position to support international learners with targeted EAL which will lead to better academic outcomes at school and beyond.
“Research focused on IELTS takers shows that intensive, repetitive exam practice leads to inflated results which overstate the test-takers’ mastery of English.”
Making quality EAL core to your offering is key. So, too, is an awareness of the pitfalls specific to Chinese sixth formers with regards to the English language requirements of university conditional offers.
Research focused on IELTS takers shows that intensive, repetitive exam practice leads to inflated results which overstate the test-takers’ mastery of English. There is a flourishing test-preparation industry in China, which many pupils exploit during the school holidays, but EAL departments often “feed the monster” by teaching to the test. Evidence shows having a broader approach to EAL, developing cross-curricular literacy and oracy, is more beneficial.
“Schools with well-developed systems for gathering information on their international alumni have an advantage.”
Tackling the nature of EAL provision alone is not enough, however. Chinese parents are driven by league tables — for schools and universities. This means schools with well-developed systems for gathering information on their international alumni have an advantage. Knowing where pupils progressed to, what they studied, their degree outcomes and career development helps produce profiles for specific markets.
It also aids in countering any negative press resulting from the increased transparency of international student outcomes. Moreover, keeping international alumni engaged with the school means “meet and greet” events, live and virtual, can be extended to include past students, present parents and prospective parents, adding huge value.
Finally, schools need to build stronger relationships with the higher education sector as a whole in order to improve the quality of support they provide for international pupils making higher education choices.
There is much to be encouraged by on this front. The government’s International Education Champion, Sir Steve Smith, has engaged with BSA and BAISIS, a dialogue which is making the schools’ sector more visible in the HE admissions pipeline.
“Schools need to build stronger relationships with the higher education sector as a whole in order to improve the quality of support they provide for international pupils.”
More recently the UKI Student & School Forum has emerged. Co-created by BSA/BAISIS, in collaboration with the UK Education Guide and the Universities of Exeter and Sheffield, the group is holding an inaugural virtual fair this month September. The event offers international pupils one-to-one meetings with universities alongside tailored guidance sessions for their UCAS advisors.
My colleague Adam-Lucas Pettit (head of university partnerships) and I will be speaking about alternative English language assessments for HE entrance requirements and how these can fit in with EAL provision, without becoming the sole focus. If you are a head of EAL, we hope to see you there.