The Dark Side of International Education: Serving the Rich, Not the Poor

  🌏 Are international students choosing Asia over the West? 🎓 As Asian universities have risen in global rankings, students have increasingly looked away from western universities to their own burgeoning institutions. 🇰🇷 In South Korea, families are also reconsidering options amidst an uncertain US education climate. 📚 This month’s October edition of the Asia Echo dives into these shifting study trends — and what they mean for the future of higher education. 📖 Keep reading below for an excerpt from one of our highlighted articles. ✨ Don’t miss out: subscribe to receive Asia Echo in your inbox each month 👉 https://lnkd.in/gu5SNgSE   Asian countries are nabbing a lot more foreign students Ambitious Asian students have long flocked to universities in the “big four” Anglophone destinations, America, Australia, Britain and Canada, drawn by prestige and opportunity. But their appeal is waning. These countries now attract around 35% of the world’s international students, down from roughly 40% in 2020. Stricter immigration policies, geopolitical tensions and rising costs have prompted more students to stay closer to home. For many, studying in nearby hubs such as Singapore, Japan, South Korea, Taiwan and Hong Kong offers the benefits of quality education without the visa headaches or distance from family. Asian universities are rapidly rising in global rankings and becoming more competitive. Between 2016 and 2022, the number of Asians studying elsewhere in East Asia jumped by about 40%, according to the British Council. Governments across the region are capitalising on this shift: Japan hosted 337,000 foreign students in 2023 (a 21% increase on the previous year) and aims for 400,000 by 2033, while Taiwan plans to more than double arrivals to 320,000 by 2030. These countries are offering more English-language programs, scholarships and post-study work options. Hong Kong has also expanded its cap on foreign undergraduates to 50% of enrolments, up from 40% in 2024 and just 20% before that. Demographic and strategic considerations are fuelling the push. With low birth rates threatening domestic enrolments, international students are helping to fill classrooms and address labour shortages. Soft power is another incentive. Taiwan, for instance, is using its “New Southbound Policy” to attract students from South and Southeast Asia. Yet challenges persist - language barriers, limited capacity and public unease about immigration, especially in Japan, constrain growth. Read the full article in the Economist: https://lnkd.in/g7QkVn_Q Antje Fiedler Dinah Towle #InternationalStudents #HigherEducation #StudyAbroad #AsiaPacific #EducationTrends #AsiaEcho

International schools are filled with professional development. Expats fly around the region to attend glossy workshops. Consultants are flown in from abroad to tell teachers how to teach in cultures they barely know. Parents and boards pay the bill, and somehow this cycle continues. But what if we reversed it? What if professional development was designed and led by the very people who know these students best, the local teachers? I am not talking about a token “cultural orientation day” where customs and food are presented. I am talking about a serious, organized series of courses taught by experienced local teachers. Courses where expatriate teachers sit as students. Where they learn not only about culture but about pedagogy. Where they see the strategies that local teachers have developed, rooted in their own university training and years of classroom practice. Local teachers know how to reach students in ways no outsider can. They understand the rhythms of the classroom, the expectations of families, the psychology of the neighborhood, the subtleties of language, the unspoken cues that shape how students learn and grow. This is not folklore. This is professional knowledge. It is as rigorous and as worthy of respect as anything coming from Geneva, Cambridge, or a consultant’s slideshow. Imagine if international schools institutionalized this. Expats arriving in a new country would not be sent first to a hotel ballroom with a PowerPoint. They would be sent to sit at the feet of local educators, to listen, to learn, to ask questions. They would walk away not only humbled but more effective, more capable of serving the children in front of them. Peter Block reminds us that stewardship is holding power on behalf of others, not for our own gain. Professional development led by local teachers would be an act of stewardship. It would shift authority back toward those who know the community best. It would challenge the hierarchy that assumes Western pedagogy is always superior. And it would build the kind of solidarity that international education desperately needs if it is ever going to live up to its promise. We have the talent. We have the wisdom. The question is whether we have the courage to invert the model, to stop assuming the expats should always be the ones with the microphone. Sometimes the most radical step in international education is the simplest one: let the locals teach the teachers.

For international students, there is no longer a “big four” of Anglophone study destinations - there is now a “big 14” as competition for talent heats up. Stephanie Smith, Shanghai-based trade commissioner with the Australian Trade and Investment Commission (Austrade), said Chinese students heading overseas had traditionally chosen from the US, UK, Australia or Canada. That had changed since Covid. “The agents talk about the ‘big 14’,” Smith told the Australian International Education Conference (AIEC). “It puts us in a lot more of a competitive environment.” Hong Kong had become a “massive new market” for mainland Chinese students. Others included Korea, Vietnam, Malaysia, Singapore, New Zealand, the United Arab Emirates and Ireland, which was “doing a good job at destination marketing in China”. France - aiming for 500,000 international students by 2027 - and Germany were considered safe and welcoming with good employment opportunities and low tuition fees. Turkey wants 500,000 international students by 2028. Kazakhstan’s target of 100,000 foreign students by 2028 has been increased by 50 per cent. Read John Ross on what this means in Times Higher Education below and share your thoughts…. #intled #internationaleducation #studyabroad #aiec https://lnkd.in/eiMf-2wz

The age of volume-first #internationaleducation is drawing to a close. According to Times Higher Education, the era of the “big four” destinations has shifted to a broader “big 14” landscape but as one senior commentator pointed out, “do we have the composition, the distribution, the integrity and the quality that we want?” At Asia Careers Group SDN BHD (ACG), our focus is outcomes not entrants. It’s not enough to count how many students arrive, the question is: what are their careers doing afterwards? Our data across #China, #India, #ASEAN & beyond shows that internationally-educated #graduates increasingly follow non-linear pathways (#internships, contract work, freelancing) before landing full-time roles. For #universities, recruiters & policymakers: the strategic imperative has shifted. You must ask: • How many graduates are securing meaningful #employment (not just any #job)? • How quickly are they doing so, and in what kind of role? • Are you capturing and publishing outcome data for internationally-educated #alumni, not just inbound numbers? We have drawn repeatedly on ACG’s dataset in our commentary in University World News & the conclusion is clear: the brand of your programme is tied more closely to graduate success than to #student volume. My call to action: If you’re representing a university or policy body, let’s shift the metric from “how many came” to “how many are thriving”. The future of #intled demands outcome transparency, data-driven strategy & a relentless focus on the graduate journey. Asia Careers Group SDN BHD - Investing in International Futures AGCAS AIEA - Association of International Education Administrators AUIDF Australian Technology Network of Universities (ATN Universities) British Council BUILA Canadian Bureau for International Education (CBIE) | Bureau canadien de l’éducation internationale EAIE: European Association for International Education Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Innovative Research Universities (IRU) Independent Tertiary Education Council Australia National Association of Graduate Careers Advisory Services (NAGCAS) Regional Universities Network The Group of Eight UCAS UKCISA Universities Australia Universities Canada Universities UK Universities UK International

International Education: Why Pathways are the Future The global education landscape is evolving rapidly, driven by increasing student mobility and a growing demand for accessible, flexible routes to higher education. As international student numbers surge is projected to reach 8 million by 2030, UNESCO stated that, pathway programs are emerging as a cornerstone of this transformation. These programs, offering structured academic and language preparation for university admission, are reshaping how students and institutions connect across borders. Here’s why pathways are the future of international education and how education agents can leverage this trend with Acourze. The demand for international education is booming, fueled by rising middle-class populations in countries like India, China, Nigeria, and Vietnam. Students are seeking globally recognized degrees to enhance career prospects, with the U.S., UK, Canada, and Australia remaining top destinations. However, challenges like language barriers, academic readiness, and visa complexities often hinder access. Pathway programs address these hurdles by providing tailored preparation, enabling students to transition seamlessly into degree programs. Data from the Institute of International Education (IIE) shows a 7% annual increase in international student enrollment in the U.S. alone from 2015 to 2023, with similar trends in other key markets. Meanwhile, emerging source countries like Indonesia and Bangladesh are contributing to a more diverse student pool, expanding opportunities for institutions and agents alike. Why Pathway Programs Are Growing: Pathway programs are gaining traction for several reasons: Bridging Academic Gaps: Pathways offer foundational courses that align students’ academic skills with university requirements, particularly for those from different educational systems. Language Proficiency: Integrated English language training ensures students meet the linguistic demands of higher education, a critical factor for non-native speakers. Guaranteed Progression: Many programs guarantee admission to partner universities upon successful completion, reducing uncertainty for students. Flexibility and Support: Pathways provide personalized academic and cultural support, helping students adapt to new environments and boosting retention rates. Cost-Effectiveness: For many, pathways are a more affordable entry point to prestigious institutions, offering a clear return on investment. Institutions are increasingly partnering with pathway providers to tap into this demand. For example, universities in the UK and Australia report that pathway students often outperform direct-entry peers due to their structured preparation. https://lnkd.in/eEj59Jug

Are Asian students still heading to the ‘Big 4’? Or are new study destinations emerging for them? 🌏 Our experts Grace Zhu and Sarah Verkinova shared their insights on this very question in the latest Times Higher Education article. The piece brings together perspectives from key voices in global education, to explore how Asian students are reshaping international mobility trends. 💡 Our takeaway: Anglophone institutions should increasingly develop “near-home” dual-degree or pathway models for Asian students, linking Asian and European campuses. Such transnational education, through branch campuses or joint degrees, is set to become a core element of recruitment strategies for Asian students, provided quality assurance keeps pace. We also advise universities to diversify student recruitment beyond China and India, towards emerging markets such as Vietnam, Bangladesh, Central Asia or LATAM. 🔗 Read the full article: https://lnkd.in/eAgwi-2C Thanks to Tash Mosheim and Paul Jump for this piece featuring industry-wide perspectives. Rob Grimshaw (StudyIn), Meti Basiri (ApplyBoard), Simon Marginson (University of Oxford), Futao Huang (Hiroshima University), Kyuseok KIM (IES Abroad), Philip Altbach (Boston College), Sagar Bahadur (Acumen, Part of Sannam S4 Group), Dr. Pushkar (International Centre Goa)

Are We Witnessing a New Era of International Student Mobility From West to Asia? A Times Higher Education article this week highlighted a shifting tide: international students are increasingly re-evaluating traditional “Big 4” destinations (US, UK, Canada, Australia), with Asia rising as a serious contender. This mirrors what I shared in my recent LinkedIn feature on Singapore’s private education growth. The pull factors are strengthening: - Rising Asian destination for university level study and international curriculum - Stronger graduate opportunities within ASEAN - Growing transnational Education (TNE) partnerships with overseas universities - Stable, safe, well-regulated environments closer to home Singapore stands at the centre of this shift backed by its trusted education system and comprehensive academic pathways, from preparatory school and GCE programmes to diplomas, degrees, and doctorates in public and private education institutions ( PEIs). For a small country, we have an estimated 96 overseas universities partnering with all sizes of PEIs offering programmes in Singapore and all kinds of international K12 programmes. Chinese students remain a major driver, alongside growing interest from Southeast Asia, South Asia and beyond. With NUS offering a Mandarin MBA and PEIs expanding Mandarin pathways, the demand landscape is evolving fast. Today’s students and parents are much more aware, analytical and intentional in school choice. Many are relying less on agents and doing their own due diligence. Reputation, student experience, learning outcomes, and employment outcomes weigh heavily. This heightened awareness, combined with pressure for career security, has made education more competitive, not only for students, but for PEIs too. What This Means for Singapore PEIs Institutions can no longer depend on: - Discounting or “scholarship-as-discount” tactics - Running like premium tuition centres -Transactional experiences only Future winners will need to deliver real academic progression and industry pathways. Develop true student engagement and well-being support coupled with career-linked education and employer bridges i.e. A holistic experience ( intellectual + emotional). And in a world facing AI-assisted cheating, ghost-writing and shifting graduate employment realities, pedagogy must evolve. Less obsession with grades; more focus on curiosity, engagement, problem solving, and authentic learning. The Road Ahead In my opinion, Singapore’s regulatory framework for private education remains one of the most robust in Asia. With vision and genuine transformation, PEIs here can become global exemplars and capture the next wave of international learners who want quality, trust, safety, and hopefully employability. Global mobility is shifting. The question remains: Are PEIs, particularly the small and mid-size ones, transforming fast enough? Will Asian international students turn away from the West? https://lnkd.in/gBxaNq3n

The global centre of gravity in #highered is shifting with #Asia and #MENA no longer just sending students—they’re becoming global magnets. A joint report from the British Council and Studyportals, based on data from 51 million prospective students, reveals a geographic rebalancing in global higher education: • Asia leads globally with over 20,000 English-taught programmes across 600 ranked universities. #China, #Japan, #Malaysia, and #India are top draws, while #Vietnam and #Indonesia are fast risers. • MENA is catching up fast, with the #UAE and #SaudiArabia investing in scholarships, transnational education (#TNE), and online delivery—especially attractive to #postgraduates. • TNE is booming in Asia, which now hosts the largest number of #branchcampuses and #jointdegrees globally. MENA shows strong engagement despite fewer providers. • Latin America lags, with limited English-taught options and flexible pathways. • Drivers of this shift include lower costs, visa barriers in the West, and a sharper focus on employability and regional relevance. The report signals a multipolar future in global education—one where innovation, access, and regional strategy matter more than legacy prestige.For institutional leaders, this isn’t just a trend—it’s a call to rethink positioning, partnerships, and policy alignment. https://lnkd.in/d7vr9_w2

The diversification of top destinations for international students is great news for the field of higher education. Competition will mean that universities must think outside the box and innovate in the way they present the value proposition of their institution to students. This Times Higher Education article provides a great oversight of the “new” top destinations and the reaction from the field: “Dr. Fanta Aw , CEO of the Washington-based Association of International Educators, said many of the competing institutions in the Middle East and Asia had been established by locals educated in American colleges. “These are graduates of US institutions…going back and creating capacity at home. That’s part of what education is supposed to be about. I think this is healthy.”” Couldn’t agree more. It’s great to see the internationalization of higher education around the word and although the US may have provided the foundational design, it is clear that each country is further enhancing the experience through a mix of innovative best practices intertwined with local culture. https://lnkd.in/exgeHBeS

[About LCDF] BEYOND STUDY ABROAD: WHY GLOBAL THINKING CAN START AT HOME For years, the dominant formula was clear: want global exposure? Go study abroad. But at London College for Design & Fashion (Hanoi) (LCDF Hanoi), we challenge that default. Because global thinking doesn’t require leaving home—it requires reframing it. In postcolonial education systems, “international” often meant outsourcing: foreign syllabi, imported faculty, campuses dressed in borrowed prestige. Yet research from Times Higher Education (2023) shows that over 60% of Southeast Asian students return from overseas programs feeling culturally displaced, not intellectually empowered. So what’s the alternative? At LCDF, we cultivate situated globalism—a model where students don’t chase foreign validation, but learn to interrogate and contribute to global discourse from their own ground. How? 🔹 Global issues, local lens: Courses on sustainability or gender don’t rely on case studies from Copenhagen—they examine Vietnamese markets, textiles, family codes. 🔹 Cross-border dialogue, not dependency: Students participate in international critiques—but on equal footing, presenting design anchored in their context. 🔹 Multilingual mentorship: Our faculty bridges languages—helping students write in English but think in Vietnamese logic. This isn’t about refusing mobility. It’s about refusing inferiority. One alum, now designing between Hanoi and Berlin, puts it simply: "I didn’t need to leave Vietnam to think globally. LCDF taught me how to look at home with global eyes." This pedagogy flips the aspiration: – From “How can I be seen out there?” – To “What does the world need to see from here?” Because the point of education isn’t to escape your roots. It’s to root your voice deeply enough that it resonates anywhere. At LCDF, study abroad is a choice—not a rescue plan. And global fluency begins not with a passport, but with perspective. #globalthinkinglocalground #lcdfhanoi #quietluxuryeducation #vietnamesedesignvoice #academicsovereignty #rethinkingstudyabroad #southernpedagogy #decolonizingdesign #rootedglobalism #fashionfromtheglobalSouth