Education in France

Qualifications: Link to Employment

For twenty years, youngsters leaving school without adequate qualifications have been the hardest hit by the increase in unemployment. In the mid 1990s, the best-qualified young people, relatively spared until then, began to find things significantly more difficult. Since 1998, they have, however, been the first to benefit from the general improvement in the first-job market.
A person's future position in society is in fact — to a fairly large extent — dependent on his/her academic achievements. Five years after the end of their studies, people with degrees are five times more likely to hold an executive or middle-ranking managerial position than those who started work immediately after the baccalauréat. The bulk of the people in top jobs in both the engineering field and the professions hold diplomas from a grande école (prestigious higher education institution with a competitive examination) or have successfully completed a third university cycle (7).
While this is reassuring in that it demonstrates the value accorded to academic qualifications, it is also a matter for concern, since the inequalities often picked up very early on in school — and overcome with difficulty — have a lasting effect on an individual's future working life. The aim of continuing education, vital for what is now known as "life-long learning", was originally to offer a second chance, attenuating or correcting the legacy of an inadequate basic education, but it only very imperfectly fulfills this role. At the same time, the idea is gaining ground that experience in a trade is as valid as qualifications obtained at school or in higher education. But the procedures for validating vocational achievements — brought about by the 1985 and 1993 Acts — still face serious obstacles. In 1998, only 12,000 people managed to validate the achievements of their experience, principally in university education. Today, a Bill on Social Modernization envisions an augmentation of the present system so as to offer a genuine second chance to those whose limited skillsets were not detected at school.
Footnotes:
(1) In the French system, forms are numbered from 12 (first year of primary school) to 1, followed by terminale, with the collège beginning in form 6, approximately 11 years of age.
(2) Teachers who are aggregés hold the highest level of professional teaching qualifications, achieved through success in a competitive aggrégation examination.
(3) The New School Year Allowance is means-tested and paid once a year to compensate for the expenses incurred at the start of a new school year.
(4) A technological baccalauréat involves science and tertiary or industrial or laboratory technologies, or medical and social sciences.
(5) A general series baccalauréat involves literature (arts-based), or economics and social sciences, or science.
(6) Military service has now been suspended in France and replaced by the JAPD. All young people, both male and female, have to register and attend this day when France's defense is explained to them.
(7) In France, higher education studies are organized in cycles, as at primary and secondary levels. The first theoretically lasts two years and leads to a DEUG, which is comparable to a Diploma in Higher Education in the UK (Associate's Degree in the U.S.). The second (also two years) leads first — after one year — to the equivalent of a bachelor's degree and then — after a further year — to the equivalent of a higher or master's degree. The third, open only to selected postgraduate students, leads to even higher qualifications and can pave the way to obtaining a PhD.

Education in France

Current Challenges and Testing

The developments on the education front have successively opened the doors of collèges and then lycées to the vast majority of children in France. They have allowed new categories of pupils, especially those from disadvantaged backgrounds, to reach levels of education and training from which they were formerly excluded. But this democratization is posing a new challenge: to ensure a common education and the same chances of academic success to all young people regardless of their circumstances at home.
These huge increases in the number of successful students must not mask the persistence of a "hard core" of children who fail at school, with the failure often coming to light within the first few years of schooling. Under France's education system, such children have traditionally been "punished" by making them repeat classes and labeling them "slow learners"; so far no way has been found to remedy the situation. These early difficulties were highlighted during a detailed investigation carried out in 1997 with children in the first year of collège: 15% were bad readers and 4% were nearly illiterate. Most of these children will find it difficult to overcome such a handicap. A few years later they will be among the cohorts of young people leaving school without any qualifications, and will still — around the age of 17 or 18 — reveal serious gaps in their education in the tests they take during the day of introduction to defense and the French armed forces (JAPD - Journées d'appel de préparation à la défense (5)).
National tests which assess the progress in French and mathematics of all children in CE2 (8 years) and the first year of collège (11 years) — introduced over ten years ago — are designed precisely to identify pupils struggling in school. To ensure not only genuine equality of access to collèges and lycées, but also an equal chance of achieving success at each level, requires giving more support to children experiencing learning difficulties, so as not to let them "fall by the wayside".

Adaptability To Special Needs

At nursery and primary level, where the emphasis must be on language, the organization of cycles (educational stages covering more than one year) has brought greater flexibility, and allows an accounting to be taken of the different speeds at which children learn. An extra two hours a week is reserved for supplemental tutoring to benefit individual children. Networks of specialists — providing help for pupils with learning difficulties (RASED) — cater to those at greatest risk.
All the children in a given locality attend the same collège, before going their separate ways in lycées. As a result, collèges are faced with the task of providing the same standard of education for all their pupils, while of necessity adapting it to children who may be at very different standards, if only as a result of varying levels of achievement at primary school. The practice of teachers standing up in front of mixed-ability classes giving standard lessons is no longer tenable. Collèges now have the requisite extra resources to allocate at least two hours a week in form 6 to bringing children up to the required level, or to provide children lagging behind with extra supervised tutoring in forms 6 and 5. Teaching methods capable of arousing the pupils' interest and making their studies more meaningful are being used in the new, more diversified and "cross curricula" lessons — addressing the difficulties some children have in coping with a relatively compartmentalized teaching system. Similarly, in lycées, two hours a week of individual tutoring in French and mathematics can be given to pupils who are struggling. The modular courses and personal supervised work (TPE - travaux personnels encadrés) introduced in autumn 2000 in form 1 (penultimate year of lycée) for pupils studying for a "general series" baccalauréat (6) are designed to develop independent learning.
More generally, to help the most disadvantaged children, France has opted for the development within her education system of a policy of positive discrimination, which takes the form of allocating additional funds to schools in so-called "priority education areas" (ZEPs) where a disadvantaged social and cultural environment makes educating the pupils especially difficult — 18% of all primary-school children and 21% of collège pupils attend schools in ZEPs.
Going beyond the basic knowledge necessary for any responsible adult, schools must also prepare young people for a successful working life. A prestigious qualification is still highly sought-after in France. It continues to afford a large degree of protection against unemployment, and is a crucial asset when it comes to quickly finding a stable job and then progressing in a career.

Education in France

Major Trends and Developments

The last few decades have seen huge changes in the number of pupils and students in the French education system. In the 1960s the sudden opening-up of access to secondary education for all children led to a veritable explosion of the numbers of pupils in collèges. In 1985, the announcement of the goal of 80% of young people obtaining the baccalauréat (a vocational baccalauréat was introduced that year) by the end of the century, reaffirmed in the Outline Act of July 1989, led to a second influx of pupils. The lycées and then higher education were becoming accessible to the great majority of young people.
Today, around 70% of young people complete their secondary education in schools run by the National Education system, in agricultural lycées or through apprenticeships. This percentage has virtually doubled in 15 years, rising particularly in the case of those taking technological and vocational courses. In 2000, out of those leaving school with the baccalauréat, 30% had a technological baccalauréat (4), 18% a vocational baccalauréat and 52% a "general series" baccalauréat (5).
The 1989 Outline Act also included another major goal by laying down the principle that "before leaving the education system and regardless of their level of achievement, all young people must be offered vocational training". This became a reality with the Five-Year Act of December 1993 providing employment and vocational training.
Annual statistics on the number of young people completing their studies, together with a breakdown of these by level of education attained, show the scale of the progress. The proportion of youngsters leaving school without any recognized qualifications (i.e. without having at least reached the final year of a short vocational training course) fell from around a third in the 1960s to under 10% in the 1990s.
After ten years of compulsory education, the system must today ensure that everyone acquires not just academic, but also vocational skills, so that not even a small proportion of young people leave school ill-equipped to face adulthood and a working life.

Statistical Improvements in Training

Consequently, the 1990s saw two major developments on the education front in France:
1. The advent of mass education to a higher level, thereby substantially raising the level of training of the younger generations, and so of the whole population. Children entering nursery school today can hope to continue their education for 19 years, i.e. three years more than their own parents. 60% of a year's group now pass their baccalauréat, compared with only 24% a quarter of a century earlier. And in higher education, now undertaken by over half the young people in France, the number of students has risen sevenfold in three decades (from 300,000 to 2.1 million).
2. That first change, the huge rise in the number of students continuing their education beyond the school leaving age, which seems to be stabilizing at a high level, has occurred simultaneously with a significant fall in the birth rate since the mid-1970s, thus resulting in the second major development: a reduction throughout the education system of pupil and student numbers. This had already been the case in nursery and primary education, but is more recent in secondary and higher education.
This reduction in numbers, combined with the maintenance and even increase in educational resources (particularly in the numbers of teachers), has enabled the improvement of school facilities and pupil-teacher ratios. This has been notably the case in nursery and primary schools, which have been enjoying regular reductions in class sizes: currently an average of 26 in nursery schools and 23 in primary schools compared with — respectively — 40 and 30 during the 1960s

Education in France

State Control and Policies

France has a strong, centralized, republican tradition — having built and consolidated her identity through a school system tasked with educating her future citizens. Consequently, her education system is very largely the responsibility of the State.
 
 

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Central government thus retains fundamental powers when it comes to defining and implementing education policy and national education curricula. It is responsible for the recruitment, training and salaries of teachers, most of whom are civil servants trained at university-level schools of education, the Instituts universitaires de formation des maîtres (IUFM). Established in 1991, these train future primary and secondary school teachers, including those of the latter who are aggrégés (2), who, when fully trained, will all have completed five years of post-baccalauréat study.
Since 1808, the baccalauréat has been the symbolic national diploma, both crowning the successful completion of secondary education and providing a passport for entry into higher education. From the beginning of the twentieth century, France has also been developing State vocational education by "scholarizing apprenticeships", i.e. establishing vocational qualifications which can be attained at school: the CAP and the BEP (brevet d'enseignement professionnel, which sanctions the completion of adequate training within a range of technical skills required in a particular trade, industrial, commercial, administrative or social field).
The State continues to provide about two thirds of the total funding (FF 600 billion) for the education system, principally because it pays the teachers, but it also disburses various forms of financial assistance, such as scholarships, New School Year Allowances (3), etc.

Increased Regionalization

However, for over ten years now, France has been engaged in a process of decentralization. In the education sphere, this has brought greater diversity and more flexible organization to what was once a too uniform — or even monolithic — educational system.
Greater power is now given to regional and other local authorities placed under the authority of the National Education Minister. No longer are issues decided only in Paris or by ministerial private offices. Each year, the recteurs d'académie (cf. Chief Education Officers in UK or Commissioners of Education in the U.S.), responsible for schools in each of the 30 education areas (académies), receive from Paris a single sum of money for each item of expenditure, which they themselves allocate to the various educational establishments. Since 1999, decentralization of the management of teachers' careers has given the recteurs the new and important responsibility of assigning new teaching posts and promoting and moving teachers between schools within their académie.
At the local level, this has also given those on the ground — and particularly school head teachers — greater freedom and room to maneuver. Collèges and lycées, but not primary schools, have become local public education establishments (EPLE - établissements publics locaux d'enseignement) which are legal entities enjoying financial autonomy. They have also gradually acquired greater educational autonomy in that each school draws up an "establishment project" setting out how it is implementing the national objectives and curricula; this enables them to match their courses more closely to the children in their school and so better address their specific needs.
The 1982 and 1983 Decentralization Acts also significantly increased the role of the elected local authorities, i.e. regional, departmental and communal assemblies which have substantial budgets of their own. Today they fund about 20% of the total cost of education.
Each tier of local authority is responsible for one level of education. Communes are responsible for primary- and nursery-school building, equipment and maintenance, and paying the non-teaching staff. Departments are responsible for building, equipping and maintaining collèges, and financing the school transport system. The regions have these same responsibilities for the lycées and contribute to education planning (regional training plan, forward investment program)

Education in France

Introduction

The French Republic has 60 million inhabitants, living in the 22 regions of metropolitan France and four overseas departments (1.7 million). Despite the fact that the population is growing slightly (up 0.4% a year), the number and proportion of young people under 25 are, however, falling: there are now fewer than 19 million of them in metropolitan France, i.e. 32% of the total population, compared with 40% around 1970 and 35% at the time of the 1990 census. France is seeing a slow aging of the population — less marked however than in other neighbouring countries (Germany and Italy), especially as the annual number of births is currently increasing slightly.
   
 
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15 million pupils and students, i.e. a quarter of the population, are in the education system. Just over 2 million are in higher education.
In 1999, France's GDP was close to FF 9,000 billion (EUR 1,330 billion), i.e. FF 150,000 (EUR 22,000) per inhabitant. Of this total, just over FF 600 billion (EUR 95 billion) were devoted to initial or continuing education: 7.2% of GDP. As far as school education spending is concerned, France is in a middle position, behind the Nordic countries (Sweden and Denmark), but fairly significantly ahead of Italy and Japan.
France has a workforce today of 26 million, of whom fewer than 2 million are unemployed: the unemployment rate recently fell to below 9%. 6% of the labor force (about 1.5 million jobs, including 1 million civil servants and local government officers) are undergoing training.

Educational Structure

Around 13 million pupils attend school in France. The system is a unified one, whose present general structure (primary schools, collèges, lycées) was gradually put in place during the 1960s and 1970s, ending the formerly more compartmentalized system which was based on a clear separation between primary and secondary education.
Since the 1970s, France has also had an outstanding record with respect to the development of pre-school education; all 3- to 5-year-olds can go to nursery classes.
Since 1967, school attendance has been compulsory for those from 6 to 16 years of age. France has 60,000 primary schools catering to pupils during their first five years of formal education: the first three years (CP - cours préparatoire - and CEl/CE2 - cours élementaire 1 and 2) provide a grounding in the basic skills. The next stage - CM1/CM2 (cours moyen 1 and 2) takes the children up to the end of primary school.
Secondary schooling is divided into two successive stages, known as cycles. From 11 to 15 years, almost all children now attend a collège, taking them from form 6 (sixième) to form 3 (troisième) (1). Since 1975 there has been a single mixed-ability collège for all pupils regardless of their level of achievement. After form 3, they move onto a general, technical or vocational lycée. These prepare pupils for the corresponding baccalauréat examinations (referred to as le bac), which they normally take at the age of 18.
Decisions about pupils (repeating years, moving up to a higher class, changing course) are taken through a procedure involving a dialogue between the school (teachers, administrative and ancillary staff) and the families and pupils. Although the teachers give their opinions in what is known as a "class council" — consisting of representatives among pupils, teachers and parents — parents can appeal against a decision and demand (depending on the pupil's level) that the pupil move up rather than repeat the year, or repeat the year rather than do a course they do not wish their son or daughter to pursue. In every school, there are specialist counsellors to help pupils, parents and teachers resolve any problems they may encounter.
Today, form 3 (which is the final year at collège) is the first point at which children have a choice regarding some of the subjects they wish to study, and the direction they would like their curriculum to take (although they must choose a foreign language in form 6, and another in form 4).
The vast majority of pupils attend schools which are overseen by the Ministry of National Education. However, around 100,000 (suffering from various disabilities) go to special schools run under the aegis of the Ministry of Health, and 200,000 go to agricultural lycées (technical and vocational courses). Finally, 300,000 others, aged 16+ undergo apprenticeships (work contracts), which — since the 1987 reform — can prepare them for all types of vocational qualification.
Alongside the ordinary school education system, there are also specialist or adapted classes, which are often integrated into primary and secondary schools. Such programs include the CLIS — classes which act as bridges to bring children back into the mainstream system, and the SEGPA — adapted general and vocational education sections designed particularly for children and adolescents having difficulty at school due to psychological, emotional or behavioral problems, and for slow learners. Similar curricula are also found in special schools, particularly those under the aegis of the Health Ministry. The aim is to get these children (around 5% of the pupils in any one year group) to achieve a minimum skills level: the CAP (certificat d'aptitude professionnel), which sanctions training in a specific vocational skill.
Schools managed under the aegis of the National Education Ministry may be public or private. The private sector educates approximately 15% of primary school and 20% of secondary school pupils, percentages which have remained stable over the past decade. The bulk of private schools are Catholic, having contracts with the State (which inter alia pays their staff salaries). Families of the fewer than 50,000 pupils in private schools without such contracts pay high fees.

Malaysia Education

Malaysia is located in the tropics of Southeast Asia, straddling the South China Sea. Recent developments are putting Malaysia on the world map, as she focuses on becoming a knowledge-based economy. To develop world-class quality education and meet the demands and requirements of the new millennium, as well as to affirm the position of English as a second language, the Government has initiated major educational reforms by formulating new legislations on education. These were tabled in the Parliament from 1995 to1997, and covers all levels of education, from pre-school to higher tertiary education. Malaysia is indeed becoming a dynamic and exciting regional centre for education excellence. 
Acquiring a University Education 
In Malaysia there are ten local public universities, one international university, six private universities and over 500 Public Higher Educational Institutions (PHEIs) providing undergraduate and postgraduate studies. PHEIs are non-government aided institutions that are fully funded by the private sector, and are open to all races in Malaysia as well as foreign students. PHEIs complement and supplement the government's efforts in education development.
To ensure quality education and to safe-guard the interests of the students. all private educational institutions are required to register with the Ministry of Education. The private institutions are well guided by laws on the establishment, management and operation of private educational institutions. PHEls that are approved by the Minister of Education are constantly under the scrutiny of the National Accreditation Board (NAB) or Lembaga Akreditasi Negara (LAN), a statutory body responsible for governing the standard and qua1ity of higher education provided by the PHEIs. LAN is committed to uphold the highest academic standards, and plays a vital role in the establishment of minimum standards and accreditation of courses.

The Systematic Education Group of Colleges operates eight Private Higher Educational Institutions. Established in 1977, Systematic's prime objective was to provide training to school leavers for their future career in Accounting, Business, Computing, Marketing, Management, Banking, Secretarial and Commerce and Industry. Malaysia is extremely conducive to study, and many Malaysian students have won prizes for outstanding academic results. With more than 23 years of experience, Systematic has produced a consistent flow of World and Malaysian prize-winners for the various professional courses, such as LCCI, ACCA, CIMA, ICSA, ABE and CIM. The catalyst for Systematic's success is the complete training system, that includes specially written materials including study packs, past year questions and answers, and test packs that are updated yearly. From its humble beginning in the 70's, Systematic Group of Colleges currently has about 10,000 students, with approximately 200-300 international students studying in the various Systematic City campuses in Malaysia. These students are from Indonesia, China, PakiStan, Maldives, India, Myanmar, Taiwan, Sri Lanka and even as far as Belgium. There is a host of specially organised activities, such as orientation programmes, festive and cultural events, and community projects, to assist international students to acclimatise.
In Malaysia institutions of learning are committed to international students' welfare . There is a wide range of off-campus and on-campus accommodation to meet different students' budgets, and all living accommodation is modem and comfortable. Estimated living expenses range from USD 3,000 p.a. to USD 5,000 p.a. and vary from one state to another throughout Malaysia. The cost of living also varies depending on the students' style of living. We have the experience, the people and the facilities - don't give yourself anything less. We welcome you to visit us!

Study in Mexico

Mexico is known worldwide for its lively culture and delicious cuisines. Thais Spanish speaking country also provides immense educational opportunities combined with modern day technology. International students in Mexico are warmly received and treated during their stay in Mexico.


EDUCTION SYSTEM IN MEXICO:

Mexico's education system starts at the nursery  level and advances gradually to pre-school followed by primary school up to the age of 11,Middle school or secondary school begins at the age of 12 and continues for the next three years at the age of 15, students commence their high school education which goes on for three years  and consists.six semesters. any student who is a high school graduate or its equivalent can apply to a university for a Bachelor's degree a.k.a. Licenciate which usually begins when a students is 18.A student has an option to continue with higher education after the four year bachelor's programme and begin with his/her Master's or doctorate.

Mexico offers variety of courses to its native as well as international students which they are free to choose according to their own individual preference and desires.

ACCOMODATION FOR INTERNATIONAL STUDENTS:

Almost all the universities offer halls of residences to its students, some of them on-compus while others off the campus. Most of these have additional utilities to easy the students such as laundry,cooking ,housekeeping ,telephones,wi-fi facilities,etc.One also need not worry about security at halls of residences. home staysin Mexico are also immensely popular,wherein,an international student  with a native family and in return pas certain amount of rent to the family.Apart from the above two options,one can rent an individual apartment on a personal or shared basis.

FINANCING EDUCATION/COST CONRAINTS:

Cost of education in Mexico is a little expensive as compared to the Asian countries and therefore one might feel the need of financial. assistance.The tuition fees at the university level can range from 11,000 pesos to 85,000 pesos depending on the credits and courses.Living expenses can also range from 48,700 pesos to 55,700 pesos approximately.

One can apply for the various scholarships and grants made available by the universities, governments and organizations to cover their expenses.

BEST UNIVERSITIES IN MEXICO:

Technologico de Monterry,  universided de Las Americas, Universided de quitana Roo,
Universidad Veracruzana, etc. are some of the best universities in Mexico.
Top Universities in Mexico Top Colleges in Mexico Best Colleges in Mexico Top Schools in Mexico Engineering Colleges in Mexico Engineering Schools Technical Schools MBBS in Mexico Mexico Management Institutes Management Colleges Management Schools MBA Schools Business Schools in Mexico MBA in Mexico

Study in France

About the country
As many as 1.4-lakh International students study in institutes at France every year. It is also growing in popularity among Indian students. Education in France can be affordable as it is subsidized by the French government. It is also not necessary to know French for post-graduate study in France as subject area like management and engineering are increasingly being taught in English in more and more institutes.
There are two different types of educational institutes you can choose from. Universities and "Grandes Ecoles" (Described as Competitive Institutes). There are about 87 universities and over 300 Grandes Ecoles in France. A large number of students go to universities which offer general courses and professional courses. The universities disciplines, trains the students for research. The Grandes Ecoles take in a lower number of students after a rigorous selection process and offer courses that specializes students in area that have a direct career applicability.
How much is cost

Tuition fees at universities are very nominal and can vary between FF 800 and FF 25000 and FF 100000 per annum. Living Expenses( Accommodation - FF 800 to FF 2500 per month) Food FF 850 to FF 1000 at university restaurants per month, Health care - FF 2500 to FF 5000 per year and miscellaneous (transportation and leisure) -FF 500 per month.
The above costs are indicative and can vary from person to person and between universities. Part-time work during study is up to 20 hrs a week against a permission to do so.

For the quality and accessibility of its university system

French higher education has a long tradition of openers and accessibility. No distinction is made between French and international students-under French law, the requirements for admission are the same, as are the degrees awarded. The country that coined the phrase Human Rights rejects all form of discrimination.

You'll benefit from the depth and breath of French higher education

France's 200 + Universities and many specialized postsecondary schools are located throughout the country. Large and venerable universities like the Sorbonne are found alongside the modern campuses of leading schools of business and engineering that may enroll no more than a few hundred students in close-knit communities of learning. Specialized schools of a similar size are devoted to art, tourism, health, and many other subjects. They all welcome international applicants.

You'll enjoy the quality of French's cultural, economic, and social life

One big benefit of studying in France is the opportunity to live in the place that invented savoir-vivre-the art of living well. Did you know that France is the most visited country in the world? The French people are proud of their culture heritage, lovely countryside, quiet towns and fine restaurants all of which they're eager to share with visitors.

You'll study in the heart of Europe

Studying in France rarely means studying only in France, most schools have added European components to their programs, offering courses on Europe or internships elsewhere in the European Union. Students have the opportunity to enrich their French Experience with new discoveries and experiences. Today France is the world's fourth largest economy and second largest exporter of services. The success of France's scientists, engineers, and designers are known around the world through Airbus, the TGV (high speed train), the Airline rocket, the discovery of the human immune-deficiency virus, high fashion, luxury goods, fine food and wine and much more. At present about 200,000 international students, 10% of French postsecondary enrolments have chosen France for all or part of their higher education. They enrich the French system with their culture, experience, energy and accomplishments.

Cultural and social life

France is a relatively large country of amazing geographical variety. Transportation and health system are among the worlds very best. France is a safe and tolerant country. In France you'll have access to a multitude of athletic, tourist and cultural activities all at special student prices. More of France's institutions of higher education are located in city center close to cultural and social life. Museums, libraries, cinemas, theatres and cafes are always available at your reach.

Study in USA

Our America Study Guide for international students to study in USA and meet educational programs in the United States of America. This is because international students believe an American education degree would attract better career options for later in life. Most American universities and colleges are consistently rated in the highest positions in international rankings. The United States of America has more colleges than any other country in the world. Importantly, the quality of most education institutions in the U.S. is world class. Find a wealth of opportunities and resources for studying in the USA.
Studying in USA gives you the better chance to grow up your career, explore a huge and diverse nation, and learn from international-quality teachers and researchers in USA Graduate schools and US Colleges. Many of the schools and universities in USA offer higher education programs rate highly qualified teachers. The research work in many of these universities are technically correct and often published in magazines worldwide. Students studying in the USA are exposed to an environment where they can refresh their knowledge of the latest technological advances. They also receive frequent opportunities to meet and even study with leading scholars in their chosen field. The student-teacher relationship in the U.S. makes learning a rewarding experience to encourage individual students to have healthy interaction with the faculty.
Students studying in USA will have many opportunities to join planned and informal activities to spend their free time and study hours with other students. This will improve your English language skills. They can learn more about U.S. culture of their fellow students, along with all the other diverse cultures that are represented on the U.S. Campus by other students. Ultimately, to obtain a degree in education from the USA can become the best possible chance for a foreign student .
American education offers a rich field of options for international students. From abroad, and even from within the U.S., is a series of institutions, programs and places that decisions can be overwhelming to students. To simplify the choices, the student must carefully study how each program and location can meet the goals of the learner. In order to make informed decisions, a student must know how it is organized education system in the USA.

Why Study in USA

Apart from being the leading destination of choice for international students, the USA offers a wide range of attractions and opportunities.
  • Internationally-recognised US courses and prestigious qualifications
  • More than 10,000 US universities, colleges and graduate schools to choose from
  • Broad and flexible choice of US courses, easy to transfer and change schools
  • Learn more than just academic theory – develop independence and confidence
  • Make friends with students from all over the world

Education in Mexico

Education in Mexico is greatly segregated by social class. Children of wealthy families go to private schools with plenty of funding for books and materials, wile children of poor families attend schools with less money to spend on education these circumstance create disparate  educational levels, and maintain the gap between the classes. although conditions are not ideal,the government takes steps to encourage education.

The Mexican government mandates education through the completion of the sixth grade, but many children traditionally choose work over school. the importance of the income generated by working children means that for many families their is a choice between survival and eduction. In spite of these difficulties, over the past five years steady improvement in school attendance has occurred:UNICEF reports that 84% of children who begin primary school reach grade five. A lower dropout rate means more young people are likely to continue on to a higher education , which may help lead children out of poverty. today more than 8 million young people are enrolled in schools beyond the primary level, almost 2 million more than in 1994.

The government has successfully started programs improve educational opportunities in Mexico. Under president Ernesto Zedillo more money and supplies have been channeled to schools than ever before. president zedillo's most recent state of the Union address outlines some of the progress that has been made. Government spending on education now amounts to 25 centavos of every peso spent by the government. this money is used to build new primary schools and technical schools.the money also helped to distribute free tax books to 90% of the public schools in Mexico. Nine out of ten children between the ages of six and fourteen are enrolled school,770,000 more than were enrolled in 1994.

Another program proving helpful to families with children is the PROGRESA  program PROGRESA provides aid to the poorest of the poor in Mexico by providing money for schooling cost such as uniforms and textbooks for the families and health care for the children.These services are contingent on the children's school attendance. the PROGRESA program helps 2.3 million families who would not otherwise be able to afford schooling for their children. The government  efforts have made a difference: the number of children starting school who finish sixth grade is increasing steadily. During The 1993-94 school year 74% finished the sixth grade, during the 1997-98 year the number rose to 83%, and the estimate for the 2000-01 school year shows 87% completing the sixth grade.

These steady trends of improvement are a good sign that the educational future of children in Mexico is improving.

Mexico City Education

Mexico city, March 16,2011 /PRNewswire/ -- Mario Delgado carillo, seceratary of Education of Mexico city, has be named to the 2011 class of young globel leaders by the world ecnomic forum {WEF}.Minister Dalgado joins 190 young leaders from 65 countries arround the world recognized for their proffessional accomplicashments,commitment to society, and potential to countribute to shaping the future of the world.
W
WWEF's young globle leaders are under the age of 40 years and participate in task forces and initiatives desighned to affect the lives of future generations and crafts innovative responses to global and regional challanges. each year,WEF names approximately 200 young Global Leaders from thousends of nominations arround the globe.

'' I am honered by this recognition from the World Economic Forum. Education is wital for any society to compete in today's global economy.i not only see this as a distinction but a responsibility to contribute with other young leaders and find new ways to encourage innovation and quality learning in eduaction systems around the world,"Minister Delgado said.

minister Delgado has held senior leadership positions in Mexico city's government for the past 15years. As Minister of Education, Mr. Delgado has devaloped innovative programs targeting at-risk youth in mexico City , including prepa si,a scholership program to keep high school students from low -income families in the class room,and More Books,Better Future, a youth reading initiative. parior to his appoinment as Minister of Education,he served as Minister of finance and oversaw management of Mexico city's $3 billion annual budget. He proviously served as senior advisor to the Minister of social Development Minister Dlgado has earned degrees from Mexico's instituto technologico autonomo and the University of essex {UK}Last year,Mr.Delgado  was mentioned in the highly reputable lideres Mexicanos magazine as one of the 300 more influential and people in the country.

The world Ecnomic Forum,headquarted in Davos,switzerland,is an independent international organization committed to improving the state of the world by engaging business, politica.acedemic and other leaders of society  to shape global,regional and indestry agendas.

Education in East Germany

The German Democratic republic [East Germany] started its own standerdized education system in the 1960s. The East German equivalent of both primary and secondsary schools was the polytechnic secondary school [polytecnische  Oberschule], which all students attended  for 10 years, from the ages of 6 to 16. at the end of the 10th year, an exit examination was set. depending upon the results, a pupil could choose to come out of education or undertake an appreticeship for an additional two years, followed by an Abitur.Those who perfomed very well and displayed loyelty to the ruling party could change to the Erweiterte Obershule [extended high school],where they could take their Abiture examinations after 12 school years. although this system was abolished in the early 1990s after reunification, it continues ti influence school life in the eastern German states.

STUDY IN AUSTRALIA HIGHER EDUCATION

Education in australia offers international students more than acdemic achievment and a globally recognised qualification. its a once-isn-a-lifetime experiecse through which a student can develop independence, maturity, an understanding of other culters,and the ability to see issues from different perpectives. Education in australia better prepares a student to work in today's globel markateplace. this is why several foreign companies recruit directly from astrelian univercities and vocational institues.many international organisations and companies employ overseas students with austrelian qualifictions because their exposure to the out side world gives them greater independens and maturity. with international trade barriers disappearing, grate opportunities exist for those with the skill, exerience and knowledge to seize them. in austrelia, international students can gain this experience in a safe, freindly environment and at an affordable cost.

Education in Australia 

Australia is the third most populer study destination in the English-speaking world,with more than 200,000international students in austrelian institutions across all Education sectors;higher education and trainigg, English language collages,and schools.

AAustrelia's  univercities have made important breakthhroughs in modern technology and science while Austrelia's vocational training system,which is based on indestry standards,is used as a model for other Asia-pacific countries.

TThere are univercities in all major Austrelian cities and throughout regional areas of the country ranging in size from around 3,000 students to 50,000 students. about 20percent of students enrolled in astrelian univercities are from overseas .

Many international students are also involved education in Australia and education in various training collages and insititutes. across Australia. these institutes offer qualifications that recognised in the workplace.

The australian government ensures the quality of education in Australia instittution and Astralian courses in a number of ways.institutions in Australia must be accredited and courses offered to international students must be approved and listed on the commonwealth Register of institutions and courses for overseas students {CRICOS].qualifications offered to students in Australia must fit the Australian qualifications framework the staff at Australian institutions is also very experienced in helping students from other countrues, and there are well-established support systems in place for international  students who come for education in Australia.
In a nut shell Australia is a dynamic and vibrant country with a great deal to offer students looking for international education :
  • Australia has dynamic and progressive education programs with a reputation for excellence
  • Australia has globally-recognised courses and qualifications
  • Australia has a relaxed, enjoyable and safe lifestyle
  • Australia has cheaper study and living expenses compared to many other countries
  • Australia has vibrant, appealing and multicultural cities
  • Australia has great weather
  • Australia has amazing and diverse landscapes and scenery
  • Australia has unique and wonderful flora and fauna.
  • Australia has great employment opportunities in International Companies after passing out from any Australian University.
 

Educatin Agents

Many UK education institutions work with local agents\ representatives in india. the univercity, collage or school enter into an agreement with an agent to represent their institution to students in india who are considering an overseas education.
established the Education UK agent training programme to share our expertise and knowledge about UK education. The training covers all aspects of studying and living in the UK including the range of education options available, progression routes and advice and information regarding visas and immigration.
Here you can find a list of agents representing UK institutions in India,

Education in Singapore

Secondary education
The Singapore secondary education system sees all students split into one of four groups which are:-
Special and Express
While these two particular education classes are different, there are many similarities in that they are four-year courses which lead to a “Singapore Cambridge General Certificate of Education Ordinary Level”, otherwise known as O-level. There is a particular emphasis upon languages with “Special” students taking the higher mother tongue language while “Express” students will initially take the normal mother tongue language course. At this stage the option of taking on a further foreign language such as French, German and Japanese is introduced to the mix. There is also a Chinese special programme and Malay special programme specifically targeted at mother tongue students, expats or students returning from abroad who have maybe fallen behind and need further tuition.
Normal “Academic” and Normal “Technical”
While these two particular stages of the education system are also separate, like the two described above, there are great similarities. Yet again there is a particular emphasis on languages although the Normal “Academic” students will take this together with an academic subject such as accounting, while Normal “Technical” students will take a technical subject such as designing and technology. These particular areas of the education system also introduce subjects such as computing, theatre studies and drama into the mix with the aim of giving each student between 6 and 10 different subjects at which they can take O-level examinations.
The gifted education program
The gifted education programme was introduced in 1984 amid serious concerns across the country that the authorities were looking to pay special attention to their gifted students possibly at the expense of those who were less gifted. The authorities gave permission for a number of private schools to administer “gifted education programs” with the initial entry point at primary three, at which point the top 1% of the student population were taken into the gifted education program.
There have been a number of new examinations and new education programs brought into the gifted education program although the participating schools have now predominantly integrated both the state system and the gifted education program into one curriculum known as the integrated programme. As a consequence, the secondary school gifted education program was closed in 2008 as the education system in Singapore was streamlined.
International schools
It is common knowledge that Singapore has a very large expat community which necessitated a specific style of education for students who predominantly come from Malaysia, India, China, Taiwan, South Korea, Philippines, Vietnam, Netherlands, Indonesia and the United Kingdom. As a consequence there are many international schools in Singapore and this is a particular area of the education system which continues to grow and expand albeit under the umbrella of the Ministry of Education. Various elements of the Singapore state school system have been taken away or reduced although there is still a necessity to play the national anthem, take the country’s pledge and abide by the country’s policy on multiple language education.
While there is no doubt that the international school sector in Singapore is well-developed, with the vast majority of fees paid by employers, there is a decision to be made for many parents as to whether they want their children to be part of the state system, which is free, or taken into an environment where they may be more comfortable with people from their former homeland. The cost of international schooling in Singapore varies from school to school and it is advisable to do your research before even contemplating a move to the region.
Home tuition
As we mentioned above, it is a legal obligation on parents to ensure that their children are enrolled in school at a very early age and continue to attend on a regular basis. However, the education system in Singapore also allows Home Tuition for those who gain permission from the Ministry of Education and with many home tutors available in the region, across a range of languages, those who prefer to go down this route will still have many options.
General comments about the Singapore education system
In many ways the Singapore education system seems to pick and choose the best parts of other education systems around the world and ensure that children are taught a number of languages, with English the main focal point, from a very early age. Even though there was some concern about the gifted education program, which took the top 1% of students out of the state system, this particular program has now ceased and is now part of a wider education system. In simple terms, education in Singapore is taught to the highest level and ultimately there should be no concerns whether you choose to put your child through the state system, private schooling or an international school.
Conclusion
When looking to move overseas the education of young children is one element which needs to be considered and researched fully at a very early stage. The fact that the vast majority of employers will at the very least contribute a large portion of education fees for those in international schools is a benefit and a weight off the mind of many people. Interestingly, as English is taught as a first language in both the state education system and the international education system there are many options open to those moving from English-speaking countries.
As there is an enormous expat community in Singapore it is highly likely that you will be able to make contact with somebody in this particular environment and take their advice where required. On the whole Singapore is a well developed country which has managed to incorporate education systems from the west and east and bring them together in a well structured and well funded service. The fact that there are also various programs to help those who may have “fallen behind” in their education is also a welcome benefit to those concerned about their children settling in to a new environment.
If you are moving to Singapore with your employer, as most people do, you need to make sure you are aware of the potential benefits available with regards to payment for education and any other assistance they may offer. Let us not forget, it is in the best interest of your employer to make sure your family are well looked after and able to easily acclimatise to the region and the culture. A happy worker is a productive worker and a happy family life will reflect very well in the office and the workplace.
Singapore has much to offer and is a country that is fairly unique and fairly central to both Eastern and Western trade in the region. The authorities seem to have grasped the need for an English-based education system from a very early stage which has benefited children in the region, both nationals and expats, and the economy as a whole.

Education in Singapore

If you move oversea to start a new life there are many different aspects to consider but one of the most importent if you have a family is Education  of you are children and the quality of education availble in the country you're moving to. there is very informative theard on the expat forum entitled "Educatin in singspore" which gives some very interesting food for thought if you' re looking to move to singapore to start a new life.

This is one of those open threads with a simple quetion "We might be moving to singapore and was wondering if the education standers in singapore is any good?".sometimes a thread can limit the topic pf canvarsation because of the initial question that this particuler thread basically opens everything about the singapore education singapore system including the good and bad aspects. so what exactly is thare availble?

Overview

Singapore is a country which is at the centro of the far Eastern economy having developed a very close relationship with the western world, western ways and attracting significant in investment from overseas companies and an erormous number of expats to the regain. the authorities seem to run a very fair and well developed economy which offers both protection for singapore nationals and the opporunity for investment and employment for those new to the region. but how does the education system compare the rest of the region and the rest of the region and the rest of the devaloped world?

The state education system in Singapore
The education system in Singapore is managed by the Ministry of Education (MOE) which has total control of the development, administration and funding of schools throughout Singapore. Unlike many countries where private schools are totally separate from state sponsored schools, the Ministry of Education also has an advisory and supervisory role to play in this particular area. This setup allows state and private schools to have their own freedom on curriculum under the umbrella of the Singapore Ministry of Education which effectively offers a comprehensive quality checking service.
English is the first language in Singapore
Many people will be surprised to learn that English is the most common language in the Singapore education system, a move which was instigated by former Prime Minster Lee Kuan Yew. While on the surface this may look fairly controversial, because English is not the official language of Singapore, the idea was that as Singapore grew as a trade centre, expat centre and tourism centre there was a need to bring together the various ethnic groups under one specific language. So in order that no one ethnic group was forced to learn the mother tongue of another, the former Prime Minister decided that English would be the official language of the education system as it would also give the Singapore economy an advantage when trading with English-speaking nations.
Compulsory Education Act 2000
The very fact that Singapore brought in a Compulsory Education Act in 2000 is testament to the country’s determination to ensure that each and every child has an education from a very early age. The act made it a criminal offence for parents to fail to enrol their children in a school from primary age and ensure that they attend on a regular basis. While there are some exemptions for religious teaching, home teaching and children with special needs, the general trend is that each and every child in Singapore is afforded the best start in life via the country’s education system.
Kindergartens
Currently there are over 200 kindergartens registered with the Ministry of Education in Singapore offering preschool education for children aged 3 to 6, where they will encounter such activities as development of personal skills, development of social skills, games, music, physical education and languages which will include English and potentially Chinese, Malay or Tamil. The idea is to give the children a good grounding for their later education and allow them to interact with each other on a regular basis.
Kindergartens in Singapore are supported by the state but run by the private sector with religious bodies, community groups and businesses very prominent in this particular area. There are also many kindergartens run by international schools which are predominantly used by expats in the region.
Primary education
The formal education system begins at six years of age with two stages, one of four years and one of two years duration, which are :-
Foundation stage
The foundation stage covers ages 6 to 10 years and again centres upon languages, with English and another Far Eastern language included, together with subjects including art and crafts, music, health education, social studies, physical education, moral education and civics. The education system also includes sciences from primary three onwards.
Orientation stage
The orientation stage of the Singapore education system covers ages 11 to 12 with, again, particular emphasis upon English and another language, together with maths and science. This is the first stage of the education system where individual schools have some flexibility with regards to how they group their students and what particular exams each student will take. The system is very much based on what an individual child can do and setting targets and exams accordingly, rather than a one exam fits all system which can lead to some children excelling while others struggle.
At the end of primary six all students will take the primary school leaving examination which will ultimately decide their future path in the education system.

For an EducationLoan

In its purest form education loans means a loan where you do not have to repay the principal portion of the loan during the time when you are doing the course. in fact some lenders will even allow you a complete holiday period (no interest payment  as  well) during the course period in such. cases the interest is calculated and added to the principal portion of the loan and the repayment begins in EMI after you complete the course. here are some thinks to keep in mind when applying for an education Loan.

No security is required if the loan amount is less than Rs.4 lacs though parents will be asked to stand guaranty. for loans above 4 lacs a personal guarantee is required from a person (can be you are parents or siblings or somebody else)  whose income and repayment capacity is acceptable to the lender. also for loans above Rs.  7.50 lakhs the lenders  will require an acceptable collateral security such as a residential  house, jewellery,  securites  ets.
Education loans are a risky business for the lenders hence they are extra careful while providing education loans. Many times they come up with ingenious reasons for not accepting your education loan application. Go to a nationalised bank branch in the area where you are staying and they will have to consider your application. They will need to provide reasons for rejection of your loan application in writing.  If they refuse complain to the higher authorities in the bank via their websites and if no satisfactory response is received in 4 weeks time you can also complain to the banking ombudsman.

Typical courses such as MBA, engineering and medicine are funded more easily than say a course in non traditional area such as product design which the bank may not be familiar with. So if you are looking for a loan for a non traditional course allow enough time for the sanction and disbursement process.

Collect all the accredition papers for the course you are doing. For example it will be difficult ot get an MBA course funded unless it is approved by the AICTE (off course well known courses such as the Indian Business School in Hyderabad will be an exception) .

Your past academic performance is important too. So prepare a summary of your academic track record with all the back up documents. A good acadamic record will help in getting you a loan.  

If the total parental income is less than Rs. 4.50 lacs you are eligible for complete interest subsidy during the course period. Though the scheme has not yet taken off you should make an attempt to request your bank to get you this subsidy. If they get it they will need to pass it on to you. So even if it takes a little time please persist in your request.

Of course, if you can provide collateral security such as a residential house it is relatively easier to get an education loan. TIP : The bank can takeover an existing home loan from another lender as well as provide you an education loan on the security of the same house provided the value of the house justifies both the loans.

Get your credit report  Apply online at http://www.cibil.com/accesscredit.htm and follow the instruction given there to get a copy of your own and your guarantor's credit report. Check your credit report thoroughly to spot errors. If need be, use our advisory services on CIBIL Report to get any errors corrected. Remember any errors in your credit report can reduce your chances of getting a good education loan offer.


Do not forget to take overseas student mediclaim policy if you are going abroad for studies.

Do not sign blank application forms or documents and keep a copy of all documents submitted to the lender for your future reference. Any promise made by the DSA or even an official of the lender has no value unless it is in writing or at least on email.

So if you are basing your decision on any such promise make sure you get it in record in some form.

Specialist Primary Services


In addition to our school improvement services for all phases we also provide a range of other services specific to primary schools and academies including:
  • Self Evaluation
    One or more days of intensive support from a primary inspector focusing on the SEF in order to determine essential information to be included and ensure that the impact on the learner is clearly identified.
  • HR Support
    Specialist educational HR training and advice on general and specific personnel issues ranging from recruitment to restructuring.
  • Performance Management
    Training is tailored to individual school’s needs, focusing on the role of Performance Management in enhancing teaching for learning. The modules available include:
    • leadership and/or whole staff training on the place and purpose of PM
    • creating an effective in-house PM system
    • measuring the effectiveness of PM as a tool for improving learning
  • Effective APP
    Initially a primary assessment expert will spend half a day on site focusing on determining the level of support needed in using APP as both a formative and summative tool for measuring learning. As part of this visit, a school specific programme would be developed and then later delivered through whole staff training. As a result an APP system would be set up to impact directly on learning across year groups and subjects. Work with leadership could also take place, if required, on developing longer term systems to monitor impact.

New Schools

EL - Working with sponsors and groups to set up new schools and academies around the country
EL is an expert Education Provider specialising in educational project management and the full range of school improvement services. We have a ‘one-stop shop’ approach to large projects such as new schools to ensure that you need only one point of contact for everything you need.
We believe that expert educational project management (which includes all necessary specialist advice) is the key to the future success of any new sSchool. In the seven years since our foundation every one of our projects has been on budget, on time and on target.
EL is working with groups and sponsors in different parts of the country to turn their visions into realities. We expect to make a long term commitment to each new school and academy – providing the governing trust with not only school improvement support, but support for every aspect of the organisational infrastructure including premises management, procurement, HR, IT equipment and finance. Every aspect of the development and delivery of the new school can come from one Education Provider, within the context of your vision and strategic priorities.
Our Company is highly unusual among Education Providers because we have very experienced project managers (with experience of senior positions in Education) working alongside the full range of subject and aspect specialists, needed by schools. This range of expertise is crucial to the successful development and running of a new school.

Landmark Education London

Landmark London

The Landmark Forum: A Remarkable Advantage

The Landmark Forum and other programs by Landmark Education are specifically designed to bring about a new and unique kind of freedom and power—the freedom to be absolutely at ease, the power to be in action effectively in those areas that are important to you.
  • Experience a positive, permanent shift in the quality of your life.
  • Redefine the very nature of what's possible.
  • Create a future of your own design.
 

Landmark Education in London

The London office of Landmark Education offers a wide variety of events and seminars, including The Landmark Forum—an accelerated learning workshop that is the foundation of Landmark's programs. Landmark Education's graduate programs include seminars on relationships, money, communication, fitness, and other subjects important to living a life you love.
To find out about courses in London, visit Events and Locations.
Landmark Education is a global educational enterprise committed to the fundamental principle that people have the possibility of success, fulfillment, and greatness.

Education Consultants Canada



Education Consultant Canada
Education Consultant Canada

Educational Services

Counseling

EDUCATION CONSULTANTS CANADA, ECC’s career counseling programs are designed to cater the needs of each and every applicant. It guides students who wish to study abroad, through the entire process as smoothly as possible. Our expert team members help in selecting the right program based on academics and interest, eventually boosting career prospects for students.

Course Selection

Universities in Canada offer wide variety of courses ranging from undergraduate programs to graduate programs (master degrees and diplomas). Students can choose various programs from a range of reputable academic institutions consisting of 1,000 to 60,000 students. Universities in Canada offer different undergraduate and graduate research programs. International students can apply either for fall or winter semester depending upon the program one chooses.

University Selection

At times selecting the right university can be strenuous and confusing. Students often find this difficult and end up making the wrong choice. Our well-qualified counselors are available here to help in selecting the right institution as well as the right program that will boost career prospects. Your choice and your career objective will be completely taken into consideration before we advise you.

Cost Estimation

With the help of our headquarters in Canada we have successfully managed to provide students with information like cost of living, transportation, accommodation, flight cost and so on. This gives the applicant a very good idea about the approximate expenditure he/she would incur during the entire stay in the country of their choice.

Requirements & Pre-Requisites

One must not forget that academic programs abroad have certain requirements & pre-requisites. Depending on the program, applicant has to satisfy the entire eligibility requirement. In other words the applicant/s has to fulfill that requirement/s before their application can be considered for admissions. For most of the international students, TOEFL or IELTS is necessary but again it depends from one university to the other. Academic grade of B or B+ is compulsory by most of universities & colleges abroad. Submitting an incomplete application will result in huge delays which in turn may lead to unsuccessful admissions due to seats unavailability or any other reasons for that matter. Hence we at EDUCATION CONSULTANTS CANADA,(ECC) guide students through the entire application process and ensures that the student satisfies the completion of the entry requirement before the application is submitted.

End to End Application Process

All universities have strict application deadlines. We recommend students who would like to study abroad to apply at least 6-7 months prior, giving enough time to fulfill other formalities like visa, arranging accommodation and so on. It is advisable to apply for fall (September) session or winter (January) session. Most of the students prefer the same. In case of more information in detail, we have our qualified counselors appointed to satisfy all the queries & they will be more than glad to have doubts cleared.

VISA Information

Our job isn’t necessarily over with admissions. We also provide visa guidance to all aspiring students who wish to study abroad for higher academic programs & scholarships. We not only provide with updated information on visa filing procedures but support students on every step if at all required!

Pre-departure Guidance

With our pre-departure briefing, we intend to provide students who are ready to study abroad with loads of valuable information and insights that we think will help them in settling down in the country. This ranges anything from climatic conditions to booking flights, from foreign exchange to arranging accommodations!

Accommodation

Students have the option to stay either in the university halls of residence or in private accommodation. In case of more information in detail, we have our qualified counselors appointed to satisfy all queries.

International Students as Canada's New Skilled Migrants


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International Students as Canada's New Skilled Migrants
By Sophia Lowe, Research & Policy Analyst, World Education Services Canada
International student mobility has become a globally competitive industry, where marketing strategies and immigration pathways have become increasingly aligned. From 2000 to 2008, the number of internationally mobile students across the world doubled, from 1.8 million to 3.3 million (OECD, 2010 ). In Canada, international student numbers at all levels of education more than doubled in ten years, from 97,336 in 1999 to 196,227 in 2009 (Citizenship and Immigration Canada, 2009). International student migration has become a precursor to high skilled immigration – and competition in this regard is mounting.
World Education Services (WES) recently hosted a symposium, International Students: the New Skilled Migrants held in November in Toronto, Canada. The focus was the increasingly important role of international students as permanent migrants and the need to learn from other nations’ experience. Particular attention and praise was given to Canada for having favourable conditions – including policies, history and socio-economic fabric – to recruit and retain an increasing share of the world’s international student migrants.
This article focuses on the growing importance and prioritization of international students as skilled migrants in the Canadian context, showcasing Canadian and international information presented during the WES symposium. This includes lessons and challenges for Canada in terms of immigration policy; institutional change and quality assurance; recruitment; and settlement and integration needs and outcomes.
Canada in the Context of Global International Student Migration
With the expansion of tertiary education globally, the number of students crossing international borders for educational purposes has grown almost threefold since 1980. Still, of all international migrants, only a tiny proportion are students, of whom 60 percent are studying in just six countries. In addition, two-fifths of all mobile students come from just 15 countries, including countries where education resources are tapped and out-migration is much higher than inbound student (or other) migration.
In 2008-09, Canada ranked 8th as a higher-education destination for international students (enrolments), after China and Japan. Canada hosts a relatively diverse student population (both in terms of country of origin and program) with the majority coming from China, the United States, France, India and Korea.

Source: Alison Kennedy, Unesco Institute for Statistics. "How diverse are mobile student populations in host countries?"
As noted above, the number and share of international students has grown considerably in the last ten years. Catrina Tapley, Associate Assistant Deputy Minister for Strategic and Program Policy at Citizenship and Immigration Canada (CIC), remarked on the rapid growth in international students coming to Canada in her presentation on international students and the link to permanent residency. She pointed to 7 percent growth in 2009, with 70 percent coming from the top 10 source countries. She also pointed to early trends suggesting further enrolment increases in 2010 and continued growth in student to immigrant transitions.
For many students, the choice to study abroad is often part of a “deliberate immigration strategy that is often facilitated by the immigration policies of the host country” (Gribble 2008). As the global competition for skilled migrants and international students rises, Canada has looked to other countries to learn from and to design strategic immigration policies for recruiting and retaining international students as permanent migrants.
Competitor countries such as New Zealand and Australia have formal immigration provisions to retain international students as permanent residents through direct channels. These programs have had tremendous take-up, but there have been systemic problems that have required remedial steps, in addition to immigration and education reforms. As noted by Lesleyanne Hawthorne, Associate Dean International at the University of Melbourne (2010), “two-step immigration for international students coincided with development of perverse educational incentives,” which led some higher education providers and recruiters to cater to immigration demands, with some new schools, programs and recruitment strategies compromising academic and ethical standards.
International Students as Migrants in Canada
Attracting international students to Canada is a priority for all levels of government and educational institutions. International students contribute approximately C$6.5 billion (US$6.4 billion) to the Canadian economy (Economic Impact of International Student in Canada, July 2009). And while the race for international students is partially driven by the economic gains for institutions and the economy at large, international students also bring skills, innovation and diversification.
According to Binod Khadria, Professor of Economics and Director of International Migration and Diaspora Studies Program, Jawaharlal Nehru University, students are an “embodiment of newer technology.” He speaks to the desire sending nations have to work with them in a variety of ways, not simply supporting return migration. Ted Hewitt, Vice-President Research and International, University of Western Ontario echoed this sentiment, emphasizing how students are global innovators with global connections that can help change the world.
As part of a presentation on migration trends to British Columbia, Philip Steenkamp, the British Columbia Deputy Minister of Advanced Education and Labour Market Development, pointed out that international students are diversifying campuses and generating significant returns in Canada. In discussing the labour market, Steenkamp noted how the changing structure of the economy is leading to “people without jobs and jobs without people,” a situation that is being mitigated somewhat through skilled migration.
According to Tapley from CIC, students are currently an immigration priority and there has been a shift in thinking from “temporary residents, to a pool of highly qualified permanent residents.” In Canada, where immigration will soon account for all net population growth, and where 77 percent of new jobs will require a post-secondary education (currently, only 66 percent of the population have this level), new immigration strategies that attempt to leverage and harness the skills of international students (among others) are being implemented.
"As labour market/talent acquisition concerns have loomed larger in public policy, international student 'migration' has engaged institutions as actors in the broader immigration regime. Pathways from education to work to permanent residency improve Canada's competitiveness as an education destination."
Karen McBride, President, Canadian Bureau for International Education.
At the same time, Canada underutilizes immigrants’ skills and qualifications in its labour market. As Naomi Alboim, Maytree Senior Fellow and Adjunct Professor at the School of Policy Studies, Queen's University, noted, immigration policy shifts in Canada have been made with student migration in mind, based on the assumption that international students will be able to avoid the employment barriers regularly encountered by highly skilled immigrants, by virtue of their Canadian education, language skills and work experience.
While there is currently no conclusive evidence, preliminary research does suggest that former international student status leads to better economic outcomes – at least in the short-run (Sweetman & Warman, 2009). According to Tapley, skilled workers (skilled immigrants) with previous Canadian education and work experience earn approximately C$12,000 more per year than skilled workers without work or educational experience in Canada.

For international students, there are a number of important factors behind the decision to remain in Canada. In a recent Canadian Bureau of International Education (CBIE) survey of international students in Canada, half of surveyed university students and three-quarters of college students choose Canada as a study destination because of post-graduate work opportunities (2009: 19), and 51 percent of university students and 57 percent of college students planned to pursue permanent residency (2009: 16). Since CIC introduced new immigration policies, as outlined in the 2008 WENR article Canada: Changing Employment and Visa Regulations to Improve the Recruitment of International Students, international students can make an easier transition to permanent residency through the Canadian Experience Class (CEC) and the Provincial Nominee Programs (PNP). As a result, post-secondary institutions are now key actors in Canada’s immigration system.

For the CEC – the federal program most directly targeting international students’ transition to permanent residency – there has been an 86 percent approval rate for 2010 applicants under the student stream. And while the volume of CEC applications has been lower than originally expected – possibly due to students using PNPs as they may be easier to negotiate, according to Alboim – the federal government projects granting permanent residency to up to 25,000 migrants a year (for both international students and temporary foreign workers) by 2014. For students, Alboim suggests, the decision matrix on study destination may well be changing:
From :
Which educational program do I want to pursue?
Which PSE institutions offer the best program for
me? Where will I get in?
To :
Which program in which institution in which
province will give me the best chance of getting
quick permanent residence in Canada?
Canada’s immigration policy changes vis-a vis international students may significantly alter the flows, characteristics and intentions of international students coming to Canada. According to Jian Su, Counsellor at the New Centre for International Experiences at the University of Toronto, international students have shown tremendous interest in acquiring permanent residence, with “more students coming with the intention of staying.” She also notes the effects on the institution, and the interaction between immigration and education as some students are switching programs for better chances of remaining in Canada after graduation. As Khadria’s presentation highlighted, the speed of immigration policy changes in many destination countries can greatly affect students. Indeed the way that these policies can be “open and shut” leaves many students (and other migrants) in difficult situations with their education, careers, and plans compromised.
Lessons to Learn
Canada’s history as a relatively welcoming country for immigrants, and the overall political and social support for them, makes for an easier political climate to promote the recruitment and retention of international students as permanent migrants. As outlined in the national case study presentations of the WES symposium, the United States and the United Kingdom (and the European Union more generally) have a social and political climate that might be considered less immigrant friendly – at times directed towards particular national or ethnic communities or based on certain migrant groups as being synonymous with all immigration. Unlike Canada, targeting the recruitment of any immigrant category directly is inevitably met with complicated social and political reactions.
Speaking about the U.S. experience with international students as skilled migrants, Stephen Dunnett, Vice Provost for International Education at the State University of New York, Buffalo and WES Board Member, noted how the country has never had a strategic or comprehensive plan to attract global talent and how it has been losing its market share to other countries. Dunnett stressed how the United States needs to attract international students to the STEM fields, but how the immigration system does not support this effectively – noting that the caps on skilled immigrant H1-B visas are based on broad national employment statistics, rather than sector specific ones. Dunnett suggests that Canada is way ahead of the United States with regards to strategic immigration policies to attract and retain skilled migrants, but also noted the difficult political climate around immigration in the United States and the resulting stagnancies in immigration policies for highly skilled migrants.
Political tensions in the United States are comparatively minimal when compared to Europe where, on the one hand, anti-immigrant politics and sentiment abound, and on the other, there is a clearly articulated need for skilled labour and student migrants. However, in many European Union (E.U.) countries, immigration policies tend to be outdated and designed for low-skilled guest worker programs – which are no longer the type (nor flow) of the actual migrants, many of whom are highly skilled. As a result, there is broad consensus on the need for reform in immigration policy across the region, though the political climate makes these developments quite difficult.
Strategies to attract international students to E.U. member countries and to compete with the rest of the world have focused on European competitiveness and developing an E.U. education brand, in part by simplifying the recognition of qualifications and also by developing a labour immigration strategy.
According to Hans de Wit, Professor of Internationalisation at the Hogeschool van Amsterdam, University of Applied Sciences and WES Board Member, the Bologna Process and Lisbon Agenda have been the driving force for international student mobility changes in Europe as “the challenge for European higher education 10 years ago was how to consolidate and enhance the quality, and, for most, increase excellence.”
In the United Kingdom, Neil Kemp, Visiting Fellow from the Institute of Education, University of London described the main drivers attracting international students as quality of education (31%) and future job prospects (30%), with the desire to immigrate being less of a motive for international students. High standards and quality education therefore remain crucial to E.U. countries, especially as they compete amongst each other for international students who have relative ease of movement and rights within the E.U. In the United Kingdom, Kemp noted how universities and policymakers have “gone overboard” on student recruitment and international tuition fee hikes, suggesting that recent growth is completely unsustainable. While international students contribute 25 billion pounds annually to the British economy, rising tuition fees are affecting, and possibly displacing, E.U. enrolments.
Differentiating between tuition fees for domestic students and international students is a practise that, in Europe, started in the U.K., and is now being replicated in many E.U. countries. In addition, countries and institutions across the E.U. are making changes, such as allowing different language of instruction within higher education institutions, to attract more international students.
For the Netherlands, more important than recruiting large numbers of international students, is supporting the migration of high-quality students at the graduate level to study, research, and potentially remain. The government recently introduced full-tuition fees for non-E.U. students, and created scholarships and partnerships to better recruit top students from abroad. In addition, the pathway to immigration for talented students is encouraged under programs that allow them to apply for work permits to remain in the Netherlands for two years after graduation to look for a relevant job. However, as de Wit noted, there are major issues with immigrant children and with current immigrants not succeeding in the Netherlands. And while government and society should be working to remedy these problems, the issues for existing immigrants are masked by the recruitment of new skilled student migrants becoming immigrants.
Similarly in Canada, many are concerned about the disinvestment in supports to current immigrants and the offloading of services previously provided by the state onto post-secondary institutions, employers, private providers and the skilled migrants themselves.
Challenges Ahead, Ways Forward
Supporting the settlement and integration of international students is essential to sustain not only their academic success, but also their decision to remain permanently in Canada, and their ability to quickly and successfully integrate into the labour market and society at large.
As has been seen in Australia, international students who stay in the country as permanent residents earn less on average and report lower levels of job satisfaction than both those who are Australian born and those selected offshore. It is therefore critical that supports for those transitioning to permanent residency are put in place, including financial resources (loans are a big challenge for students and those with temporary status). However, under the current settlement model, international students, as well as temporary workers, are not eligible for many settlement services available to immigrants until they are actually granted (or approved in principle for) permanent residence.
In Canada, proper support for the settlement and integration of international students into the labour market as they transition to become permanent residents is critical to their personal success, actual retention and the overall success of the economy through proper use of training, skills and labour.
Another concern for Canada, as learned from the experiences of other nations, is the importance of ensuring and maintaining quality assurance measures for higher education institutions. During the symposium, participants emphasized the importance of mitigating potential issues as immigration and education become increasingly interconnected. For this, new partnerships will be required between institutions, governments, employers, and settlement organizations to ensure both successful education and integration outcomes. In Canada, the Student Partners Program is a good example of how this can begin to take place. Launched in 2009 as a pilot with 20 colleges, today it is a regular program that has expanded to include 39 colleges. They work together to increase approval rates for international students destined to participating colleges, while ensuring program integrity and minimizing immigration violations. In 2009, 79 percent of study permits were approved compared to 35 percent for 2008 applicants.
The direct confluence of international migration and higher education through labour-driven immigration policies has resulted in a number of unique successes and challenges for different jurisdictions. For Canada, how to best respond to these changes, opportunities and challenges, while remaining globally competitive and supporting migrants’ transition and success, is critical to a sustainable and successful internationalization and immigration strategy.