australian education international conference 2008 -...

Australian International Education Conference 2008 www.aiec.idp.com 1

11

Australian Education Australian Education

International Conference International Conference 20082008

John CribbinJohn Cribbin

October 8October 8thth 20082008

22

Hong Kong as an Hong Kong as an

International Education International Education HubHub

Focus on the Realities for Focus on the Realities for

Hong Kong Hong Kong


33

Broad ThemesBroad Themes

Key issues in educational change and Key issues in educational change and

policy in Hong Kongpolicy in Hong Kong

The implications of these for providers of The implications of these for providers of

offshore and onshore programmesoffshore and onshore programmes

A lifelong learning perspectiveA lifelong learning perspective

44

TopicsTopics

Hong Kong and the Hong Kong Hong Kong and the Hong Kong

GovernmentGovernment

Hong Kong EducationHong Kong Education

Supply and DemandSupply and Demand

The new Diploma in Secondary Education The new Diploma in Secondary Education

–– curriculum reform via structural change curriculum reform via structural change

-- the 3+3+4 modelthe 3+3+4 model


55

Topics 2Topics 2

Public Higher Education provisionPublic Higher Education provision

Lifelong learning and the knowledge Lifelong learning and the knowledge

economy economy –– the private sectorthe private sector

MarketisationMarketisation and Regulationand Regulation

GlobalisationGlobalisation and the and the Trade in Educational Trade in Educational ServicesServices

Government Policy and the Private SectorGovernment Policy and the Private Sector

66

Topics 3Topics 3

The Hong Kong Market for higher The Hong Kong Market for higher educationeducation

Motivations to export education Motivations to export education

Hong Kong and ChinaHong Kong and China

The Education Hub conceptThe Education Hub concept


77

Topics Topics 44

Future Developments and TrendsFuture Developments and Trends

Conclusions and PredictionsConclusions and Predictions

88

Hong KongHong Kong

A city of 7 million, growing slowly but with A city of 7 million, growing slowly but with an ageing populationan ageing population

Little change in daily life since resumption Little change in daily life since resumption of sovereignty in 1997, by contrast China is of sovereignty in 1997, by contrast China is changing rapidlychanging rapidly

One country, Two systems seems to be One country, Two systems seems to be workingworking

Predominantly a service economy, Predominantly a service economy, increasingly a knowledge economy, human increasingly a knowledge economy, human capital the only resourcecapital the only resource


99

Hong Kong GovernmentHong Kong Government

LaissezLaissez--faire philosophy, still one of the faire philosophy, still one of the worldworld’’s freest economiess freest economies

Tries to ensure a level playing fieldTries to ensure a level playing field

Relatively open to overseas education Relatively open to overseas education providers providers –– the Nonthe Non--Local Ordinance is Local Ordinance is largely about consumer protectionlargely about consumer protection

In certain areas though, including housing In certain areas though, including housing and education, government is extremely and education, government is extremely directivedirective

1010

HK Government 2HK Government 2Also keen on the notion of Also keen on the notion of ‘‘hubshubs’’, e.g. in , e.g. in financial services, transport, logistics, winefinancial services, transport, logistics, wine

And in recent years as a And in recent years as a ‘‘regional regional education hubeducation hub’’

Common Economic Partnership Common Economic Partnership Agreement (CEPA) has benefited HK in its Agreement (CEPA) has benefited HK in its trade with China but has not been trade with China but has not been extended to educationextended to education

In this sector HK is treated as any other In this sector HK is treated as any other foreign countryforeign country


1111

HK EducationHK Education

Traditionally followed the British system of 6 Traditionally followed the British system of 6

years primary followed by 5+2 years of years primary followed by 5+2 years of

secondary educationsecondary education

9 years of universal free education only from 9 years of universal free education only from

19791979

Vocational education for the less Vocational education for the less

academically inclinedacademically inclined

Not all could progress beyond secondary 5Not all could progress beyond secondary 5

University places limitedUniversity places limited

1212

HK Education 2HK Education 2

3 year honours degrees the norm except 3 year honours degrees the norm except in professional disciplinesin professional disciplines

8 funded universities, 2 private universities8 funded universities, 2 private universities

Strong continuing education and lifelong Strong continuing education and lifelong learning sector learning sector –– the 4the 4thth estateestate

Comprehensive review by the Education Comprehensive review by the Education Commission post 1997Commission post 1997

HK students need to be trilingual and biHK students need to be trilingual and bi--literateliterate


1313

HK Education 3HK Education 3

Pre 1997 most secondary schools Pre 1997 most secondary schools

nominally taught in Englishnominally taught in English

Post 1997 only 100+ continued to do so Post 1997 only 100+ continued to do so (about 25%), policy now to be relaxed(about 25%), policy now to be relaxed

Recent research shows this has Recent research shows this has

disadvantaged the majority in terms of disadvantaged the majority in terms of

local university entrylocal university entry

Revised structure announced in 2000Revised structure announced in 2000

1414

The educational system envisaged by the Education The educational system envisaged by the Education

Commission and practice in 2007/8 (EC 2000:18)Commission and practice in 2007/8 (EC 2000:18)

Post

gra

du

ate

Ed

uca

tio

n

Full-time

community

colleges

Unified System for Senior Secondary Education (11-18)

currently 5+2

after 2012 3+3

Coherent Universal Basic Education (5-11)

Early Childhood Education < 5

Lifelong Learning Academic Structure

Continuing Education

Universities

4 years after

2012

Full-time

post-secondary

colleges*

*Post-secondary colleges refer to institutions providing post-secondary courses

vocational courses and compensatory courses.


1515

HK Education 4HK Education 46 years of secondary education followed 6 years of secondary education followed

by 4 year degrees by 4 year degrees –– 3+3+4 to be fully 3+3+4 to be fully

implemented in 2012/13implemented in 2012/13

In parallel an expansion of postIn parallel an expansion of post--secondary secondary

opportunity to 60% of the 17opportunity to 60% of the 17--21 age group 21 age group

by 2010 on a selfby 2010 on a self--financing basis financing basis ––

achieved by 2005achieved by 2005

Schools are mostly subsidised, 90% Schools are mostly subsidised, 90%

government or aided, some private, some government or aided, some private, some religious, also international schoolsreligious, also international schools

1616

Supply and DemandSupply and Demand

The school age student population is The school age student population is declining (thousands)declining (thousands)

2001/2 2005/6 2006/72001/2 2005/6 2006/7

Primary 493.1 425.9 410.5Primary 493.1 425.9 410.5

Secondary 465.4 482.3 484.2Secondary 465.4 482.3 484.2

Source: Hong Kong 2006Source: Hong Kong 2006


1717

Supply and Demand 2Supply and Demand 2

Current situation is that about 5% of Current situation is that about 5% of students leave in S3students leave in S3

Only some 35% progress from S5 to S6/7Only some 35% progress from S5 to S6/7

This is roughly 30,000 and there are only This is roughly 30,000 and there are only

14,500 14,500 subsidisedsubsidised FYFD places (18% of FYFD places (18% of

age cohort) but only some 17,500 age cohort) but only some 17,500 matriculate, also about 8,000 repeatersmatriculate, also about 8,000 repeaters

The introduction of Associate Degrees and The introduction of Associate Degrees and Higher Diplomas since 2000 has helped to Higher Diplomas since 2000 has helped to meet local demandmeet local demand

1818


Current S5 population sitting HKCEE Current S5 population sitting HKCEE exam is 85,000 school students plus about exam is 85,000 school students plus about 25,000 repeaters25,000 repeaters

In 2012 the last A level cohort will In 2012 the last A level cohort will complete and the first of the new Diploma complete and the first of the new Diploma in Secondary Education (DSE) cohortin Secondary Education (DSE) cohort

Universities will have to cope with a Universities will have to cope with a double intake of 3 year and 4 year degree double intake of 3 year and 4 year degree studentsstudents


1919


After 2012 still only 14,500 places but a After 2012 still only 14,500 places but a potential school leaving cohort of about potential school leaving cohort of about 80,00080,000

However by 2014 this will drop to 71,846 However by 2014 this will drop to 71,846 and continue dropping to around 55,000 in and continue dropping to around 55,000 in 2021 (SCMP, July 8, 2008)2021 (SCMP, July 8, 2008)

Peter Burges has also shown the decline Peter Burges has also shown the decline in the 18 year old cohort to 35,000 by in the 18 year old cohort to 35,000 by 2023 (Burges and Olsen, 2007)2023 (Burges and Olsen, 2007)

2020

Diploma in Secondary EducationDiploma in Secondary Education

4 core subjects 4 core subjects –– Chinese Language, Chinese Language, English Language, English Language, MathsMaths, Liberal studies , Liberal studies ––take up 45take up 45--55% of the curriculum55% of the curriculum

22--3 electives (4 possible for the most able) 3 electives (4 possible for the most able) from a choice of 20 academic subjects in 5 from a choice of 20 academic subjects in 5 key learning areas key learning areas –– Science, Humanities, Science, Humanities, Technology, Arts, Physical EducationTechnology, Arts, Physical Education

In addition electives can be selected from In addition electives can be selected from a range of Applied Learning courses that a range of Applied Learning courses that are more vocationally oriented are more vocationally oriented


2121

DSE 2DSE 2Electives cover 20Electives cover 20--3030--% of curriculum time% of curriculum time

The remaining 15The remaining 15--35% is allocated to 35% is allocated to other learning experiences that cover other learning experiences that cover moral/civic education, sport, aesthetics, moral/civic education, sport, aesthetics, community service, work experiencecommunity service, work experience

Students can also study other languages Students can also study other languages for international examsfor international exams

Aim is to promote a whole person Aim is to promote a whole person approach, foster lifelong learning capacity approach, foster lifelong learning capacity and abilities in different areasand abilities in different areas

2222

DSE 3DSE 3Assessment is school based plus one Assessment is school based plus one public exampublic exam

Focus is on analysis and problem solving Focus is on analysis and problem solving not rote learningnot rote learning

Standards referencing is adopted, i.e. Standards referencing is adopted, i.e. outcomes based learningoutcomes based learning

Benchmarking to international standards, Benchmarking to international standards, particularly with the UK via Cambridge particularly with the UK via Cambridge International ExaminationsInternational Examinations

International recognition being sought for International recognition being sought for overseas university entryoverseas university entry


2323

DSE 4DSE 4

The assessment for the new diploma is The assessment for the new diploma is

based on the learning outcomes approach based on the learning outcomes approach

and so measures individual performance and so measures individual performance

against the outcomes rather than being against the outcomes rather than being norm based as at presentnorm based as at present

Five point scale used for assessment with Five point scale used for assessment with

5* and 5** ratings for the best performance 5* and 5** ratings for the best performance to differentiate the high achieversto differentiate the high achievers

2424

Public Public HHigher igher EEducation ducation PProvisionrovision

Eight publicly funded universitiesEight publicly funded universities

Four in the THES top 200 rankingsFour in the THES top 200 rankings

Limited number of undergraduate places Limited number of undergraduate places ––14,500 or approximately 18% of the age 14,500 or approximately 18% of the age group cohortgroup cohort

2% of those places may be allocated for 2% of those places may be allocated for international studentsinternational students

However, up to 20% of approved intakes However, up to 20% of approved intakes can be noncan be non--local at a higher feelocal at a higher fee


2525

Public Public HHigher igher EEducationducation

Normal fee is HK$42,500, higher fee is Normal fee is HK$42,500, higher fee is HK$100,000 HK$100,000 –– still a marginal rather than still a marginal rather than full cost feefull cost fee

Strong support for student exchange, Strong support for student exchange, current noncurrent non--local figure around 10%local figure around 10%

Research is emphasised but taught Research is emphasised but taught postgraduate course must be selfpostgraduate course must be self--financed financed (marginal cost fees again)(marginal cost fees again)

Intakes to subject level highly controlled Intakes to subject level highly controlled and directed by UGCand directed by UGC

2626

The The PPrivate rivate SSector in ector in HHigher igher EEducationducation

Two private universitiesTwo private universities

All the universities have selfAll the universities have self--financed financed

Continuing Education units which also Continuing Education units which also offer a wider provision offer a wider provision –– lifelong learninglifelong learning

A number of quasi public bodies also A number of quasi public bodies also

involvedinvolved

An active private sector with institutions An active private sector with institutions structured as private companies structured as private companies


2727

Private Private SSectorector

Vibrant and varied continuing education Vibrant and varied continuing education

sector offers programmes at many levelssector offers programmes at many levels

University CE SchoolsUniversity CE Schools

Quasi public bodies such as VTC, CaritasQuasi public bodies such as VTC, Caritas

Private sector institutions Private sector institutions –– HKMA, HKIT, HKMA, HKIT,

HKCT, international groups such as Kaplan, HKCT, international groups such as Kaplan,

Informatics, Raffles etcInformatics, Raffles etc

Large sector Large sector –– at least half a million at least half a million

enrolments annuallyenrolments annually

2828

HKU SPACE HKU SPACE ResearchResearch Survey Survey 20082008

NonNon--awardaward

55.3%55.3%

NonNon--awardaward

54.6%54.6%

SubSub--degreedegree

48.3%48.3%


53.9%53.9%


45.3%45.3%

Popular academic Popular academic level (% of learners)level (% of learners)

$14.1$14.1$11.7$11.7$10.6$10.6$14.7$14.7$9.3$9.3Estimated total Estimated total

volume of trade ($HK volume of trade ($HK billion)billion)

$11,426$11,426$8,634$8,634$11,114$11,114$19,765*$19,765*$14,052*$14,052*AnAnnnual personal ual personal expenditureexpenditure

1.23m1.23m1.36m1.36m0.96m0.96m0.75m0.75m0.66m0.66mEstimated adult Estimated adult learnerslearners

25.1%25.1%28.1%28.1%17.7%17.7%21.7%21.7%20.7%20.7%Participation rateParticipation rate

2007200720052005200320032001200119991999Survey YearSurvey Year

* Expenditure for the entire programme in survey year 1999 and 2001


2929

Private Private SSectorector

Strong collaboration with overseas institutionsStrong collaboration with overseas institutions

Definitive statistics are difficult to come byDefinitive statistics are difficult to come by

Sector has been largely ignored by government Sector has been largely ignored by government though this is changingthough this is changing

HKUSPACE Continuing Education demand HKUSPACE Continuing Education demand series puts participation at some 1.25 million series puts participation at some 1.25 million

annually and yields an estimate of annual annually and yields an estimate of annual spending on CE of some HK$14 billion spending on CE of some HK$14 billion –– more more than the public expenditure on HEthan the public expenditure on HE

3030

MarketisationMarketisation and Regulationand Regulation

The private sector has been lightly The private sector has been lightly regulated hitherto compared to the regulated hitherto compared to the government funded sectorgovernment funded sector

This is now changing but leads to some This is now changing but leads to some tension between the University CE Schools tension between the University CE Schools and Government as the former regard and Government as the former regard themselves as having autonomy as selfthemselves as having autonomy as self--accrediting institutions while the latter accrediting institutions while the latter would like to see a level playing field for all would like to see a level playing field for all operatorsoperators


3131

MarketisationMarketisation and Regulationand Regulation 22

The principal levers for government are as The principal levers for government are as follows:follows:

The NonThe Non--Local Higher and Professional Local Higher and Professional Education (Registration) Ordinance dating Education (Registration) Ordinance dating from 1997, mainly a consumer protection from 1997, mainly a consumer protection initiative to deter initiative to deter ‘‘degree millsdegree mills’’ and treating and treating private and public institutions separatelyprivate and public institutions separately

Associate Degree and Higher Diploma Associate Degree and Higher Diploma Guidelines Guidelines –– largely drafted by the sectorlargely drafted by the sector

3232

MarketisationMarketisation and Regulationand Regulation 33

The HK Qualifications Framework and The HK Qualifications Framework and Qualifications Register introduced in May Qualifications Register introduced in May 20082008 iin progress since 2002 and n progress since 2002 and applicable both to the academic and applicable both to the academic and vocational sectors vocational sectors –– being driven by being driven by vocational needsvocational needs

Education OrdinanceEducation Ordinance

Public and private institutions treated Public and private institutions treated separately but through comparable separately but through comparable processesprocesses

HKCAAVQ and JQRCHKCAAVQ and JQRC


3333

GlobalisationGlobalisation

HK is not immune to the forces of HK is not immune to the forces of

globalisationglobalisation

Particularly given its free market and Particularly given its free market and laissezlaissez--faire philosophiesfaire philosophies

Also GATS and WTO commitments applyAlso GATS and WTO commitments apply

These all impact on education and lifelong These all impact on education and lifelong

learninglearning

Global trade in educational services is Global trade in educational services is significantsignificant

3434

Share of overseas students market (%)Share of overseas students market (%)

5%5%CanadaCanada6%6%AustraliaAustralia

10%10%GermanyGermany9%9%FranceFrance

11%11%UKUK22%22%USAUSA


3535

Globalisation 2Globalisation 2

These are OECD statistics (2006)These are OECD statistics (2006)

Total student numbers involved are Total student numbers involved are

estimated at 2.7 million (2004), up estimated at 2.7 million (2004), up from 0.6m in 1975.from 0.6m in 1975.

52% from Asia52% from Asia

15% from China alone15% from China alone

3636

Definitions of Definitions of MMovement of ovement of GGoods oods and and PPeopleeople

People (academic) mobilityPeople (academic) mobility4. Presence of natural 4. Presence of natural

persons persons

Institution mobilityInstitution mobility3. Commercial presence 3. Commercial presence

People (student) mobilityPeople (student) mobility2. Consumption abroad 2. Consumption abroad

Programme mobilityProgramme mobility1. Cross border supply 1. Cross border supply

OECD definitionOECD definitionGATS Definition GATS Definition


3737

GlobalisationGlobalisation

Although trade in educational services is Although trade in educational services is

recognisedrecognised in WTO/GATS, only some 44 in WTO/GATS, only some 44

of 145 members have specified education of 145 members have specified education as an interest areaas an interest area

Only 21 have specified higher education Only 21 have specified higher education

and only 3 of those have submitted and only 3 of those have submitted proposalsproposals

““Complex and ContentiousComplex and Contentious”” (Jane Knight)(Jane Knight)

3838

Overseas Students by DestinationOverseas Students by Destination

~~2,8712,871Hong KongHong Kong

~~19,705@19,705@Macau*Macau*

~~50,000#50,000#SingaporeSingapore

~~34,53634,536CanadaCanada

~~77,71577,715Mainland Mainland ChinaChina

59,40059,400136,252136,252AustraliaAustralia

150,000150,000226,000226,000UKUK

~~586,232586,232USAUSA

OffOff--Shore Shore

StudentsStudentsOverseas Students in Hosting Overseas Students in Hosting

Countries (OnCountries (On--shore)shore)

Notes: (#) 21,000 from China Mainland ; (*) number of local students in Macau in 2003 was only 9,447;(@) including some off-shore students; (~) not available

Young 2004


3939

Global Educational TrendsGlobal Educational Trends

~~----+21,608+21,608162,695162,695

(2006)(2006)Mainland Mainland

ChinaChina

+4,620+4,62064,02064,020

(2005)(2005)+25,647+25,647255,982255,982

(2006)(2006)AustraliaAustralia

~~150,000150,000

(2004/05)(2004/05)+18,345+18,345318,400318,400

(2004/05)(2004/05)UKUK

+14,662+14,662205,983205,983

(2005/06)(2005/06)--273273564,766 564,766

(2005/06)(2005/06)USUS

ChangeChangeOffOff--shore shore

StudentsStudentsChangeChangeOnOn--shore shore

StudentsStudentsTop Host Top Host

CountriesCountries

USA “Open Doors” 2007

4040

New International Student New International Student Enrolments in the USA 04/5Enrolments in the USA 04/5--06/706/7

1010100100157,178157,178142,923142,923131,945131,945TotalTotal

19.419.413.213.220,70320,70317,34617,34610,65310,653OtherOther

13.213.246.346.372,72672,72664,23564,23561,35061,350GraduateGraduate

3.93.940.540.563,74963,74961,34261,34259,94359,943UndergraduateUndergraduate

% %

Change Change from from 05/0605/06

2006/72006/7

% of % of TotalTotal

2006/72006/72005/62005/62004/52004/5

Open Doors 2007


4141

Leading Places of Origin Leading Places of Origin in the USAin the USA

7,9227,922Hong KongHong Kong14.14.

29,09429,094TaiwanTaiwan5.5.

35,28235,282JapanJapan4.4.

62,39262,392KoreaKorea3.3.

67,72367,723China PRCChina PRC2.2.

83,83383,833IndiaIndia1.1.

4242

International Students in the UK International Students in the UK 2005/062005/06

9%9%28,28528,285Other Other

39%39%130,200130,200First degreeFirst degree

38%38%124,790124,790Postgraduate Postgraduate TaughtTaught

14%14%46,78546,785Postgraduate Postgraduate ResearchResearch

% of Total% of TotalInternational International StudentsStudents

Level of StudyLevel of Study


4343

Top Ten Places of Origin in the UKTop Ten Places of Origin in the UK

10,78010,7809,4459,445Hong KongHong Kong10.10.

16,34516,34516,79016,790Republic of IrelandRepublic of Ireland5.5.

19,68519,68517,67517,675GreeceGreece4.4.

14,38514,38514,75514,755United StatesUnited States3.3.

16,68516,68519,20519,205IndiaIndia2.2.

52,67552,67550,75550,755China (PRC)China (PRC)1.1.

2004/052004/052005/062005/06Places of OriginPlaces of Origin

Higher Education Statistics Agency, UK

4444

Australia 2007Australia 2007International Students by SectorInternational Students by Sector

455,185455,185TotalTotal

6%6%26,75326,753OtherOther

6%6%27,42627,426SchoolsSchools

22%22%101,824101,824ELICOSELICOS

27%27%121,422121,422VETVET

39%39%177,760177,760Higher Higher EducationEducation

% of Total% of TotalEnrolmentsEnrolments

AEI Reports


4545

Top 6 by Nationalities Top 6 by Nationalities

8,9208,9208.8.19,74219,742Hong Kong Hong Kong 6.6.

8,6428,6429.9.19,87419,874MalaysiaMalaysia5.5.

11,94811,9484.4.19,98719,987ThailandThailand4.4.

20,56320,5633.3.34,67434,674KoreaKorea3.3.

39,40439,4042.2.63,60463,604IndiaIndia2.2.

59,04859,0481.1.107,071107,071ChinaChina1.1.

CommencementsCommencementsEnrolmentsEnrolments

AEI Reports

4646

Mainland Chinese Studying OverseasMainland Chinese Studying Overseas

88%88%2,5362,536Hong Kong (2003/04)Hong Kong (2003/04)

9%9%1,7521,752Macau (2002/03)Macau (2002/03)

42%42%21,00021,000Singapore (2003)Singapore (2003)

19%19%43,00043,000UK (2003)UK (2003)

34%34%45,80045,800Australia (2003)Australia (2003)

9%9%64,00064,000USA (2002/03)USA (2002/03)

% of overseas % of overseas

students in that students in that

countrycountry

No.No.

Young 2004


4747

Government Policy and the Private Government Policy and the Private SectorSector

Regulation in the public sector is quite Regulation in the public sector is quite strongstrong

Government levers in the private sectorGovernment levers in the private sector

The The ‘‘level playing fieldlevel playing field’’ and and ‘‘laissezlaissez--fairefaire’’

Setting and maintaining standards Setting and maintaining standards ––voluntary or mandatory?voluntary or mandatory?

Professional and academic recognitionProfessional and academic recognition

MarketisationMarketisation and regulationand regulation

4848

Management Responses at Management Responses at Institutional LevelInstitutional Level

A diversity of institutions at postA diversity of institutions at post--school school levellevel

Universities, colleges, CE units, quasiUniversities, colleges, CE units, quasi--public bodies, private companiespublic bodies, private companies

Therefore a diversity of responses and Therefore a diversity of responses and drivers but a strong division between drivers but a strong division between publicly funded and selfpublicly funded and self--financed bodiesfinanced bodies

SelfSelf--financed sector united mainly by financed sector united mainly by competition!competition!


4949

Community CollegeCommunity Collegess

Needs identified by the Education Needs identified by the Education commission in 1999 to increase access commission in 1999 to increase access and opportunityand opportunity

Not, however, articulated in any definitive Not, however, articulated in any definitive wayway

HKUSPACE developed and implemented HKUSPACE developed and implemented the conceptthe concept

Others followed, as belatedly did Others followed, as belatedly did government with some resources, government with some resources, regulations and quality assuranceregulations and quality assurance

5050

Qualifications FrameworkQualifications Framework

Presaged in the EC ReformsPresaged in the EC Reforms

Developed by EMB in 2002 on the basis of Developed by EMB in 2002 on the basis of

an external consultancyan external consultancy

Consultation but little dialogue or Consultation but little dialogue or

willingness to listenwillingness to listen

Driven by vocational sector agendas and Driven by vocational sector agendas and ignores the academic sector viewsignores the academic sector views


5151

Regional Regional EEducation ducation HHubub

Initially a modest aim to increase the Initially a modest aim to increase the numbers of international students in numbers of international students in HkHkuniversities and promote international universities and promote international exchangeexchange

Widened by government to include the Widened by government to include the export of educationexport of education

No real assessment either of the realities No real assessment either of the realities of overall educational provision in HK nor of overall educational provision in HK nor of the resources required to ensure of the resources required to ensure success of the hub conceptsuccess of the hub concept

5252

Private Private UUniversitiesniversities

Latest government initiative although also Latest government initiative although also identified by the EC in its reform proposalsidentified by the EC in its reform proposals

Initially government focussed on attracting Initially government focussed on attracting

overseas universitiesoverseas universities

Now the focus is on local private Now the focus is on local private

universitiesuniversities

Implications for the system Implications for the system –– new new

legislation or evolution within existing legislation or evolution within existing parametersparameters


5353

The Hong Kong Market for The Hong Kong Market for HHigher igher EEducationducation

HK has long been an exporter of students HK has long been an exporter of students and an importer of programmesand an importer of programmes

In 2004 some 72,000 HK persons over 15 In 2004 some 72,000 HK persons over 15 were studying overseas, 5,500 in China were studying overseas, 5,500 in China Mainland (Source: EMB)Mainland (Source: EMB)

A rapid growth of overseas degree A rapid growth of overseas degree programmes offered in HK from the late programmes offered in HK from the late 1980s1980s

Precise scale establishedPrecise scale established for 1999 and for 1999 and 20052005

5454

Registered and Exempted Registered and Exempted PProgramme totals rogramme totals in 1999 and 2005in 1999 and 2005

342 exempted 342 exempted

programmesprogrammes

2005: 310 registered 2005: 310 registered


114 Exempted 114 Exempted

ProgrammesProgrammes

1999: 190 registered 1999: 190 registered



5555

Number of Number of SStudents in tudents in OOverseas verseas PProgrammes rogrammes

in 1999 and 2005in 1999 and 2005

4949,,9909902727,,6276272222,,72372320052005

2828,,00200299,,8528521818,,15015019991999

TotalTotalExemptedExemptedRegisteredRegistered

5656

Numbers by Numbers by CCountry and by ountry and by AAcademic cademic

LLevel in the Registered and Exempted evel in the Registered and Exempted CCategories in 1999 and 2005ategories in 1999 and 2005

2828,,00200277,,2072074674671212,,68168177,,633633TotalTotal

7373575700331313OtherOther

95695618318300458458315315USAUSA

1515,,62562533,,64664638138199,,76476411,,834834UKUK

788788141400296296478478ChinaChina

12212217170010510500CanadaCanada

1010,,43843811,,813813868622,,73073055,,809809AustraliaAustralia

TotalTotalOthersOthersDoctorateDoctorateMastersMastersBachelorsBachelors19991999


5757

Numbers by Numbers by CCountry and by ountry and by AAcademic cademic

LLevel in the Registered and Exempted evel in the Registered and Exempted CCategories in 1999 and 2005ategories in 1999 and 2005 (2)(2)

4949,,9909901111,,7037039859851414,,5715712222,,731731TotalTotal

491491212212008080199199OtherOther

11,,76976974674600513513510510USAUSA

2727,,41741755,,21021041541588,,9029021212,,890890UKUK

59590000595900NewNew

ZealandZealand

22,,58058022,,12412438385555363363ChinaChina

20920986860011911944CanadaCanada

1717,,46546533,,32532553253244,,84384388,,765765AustraliaAustralia

TotalTotalOthersOthersDoctorateDoctorateMastersMastersBachelorsBachelors20052005

5858

HK Market (2)HK Market (2)PostPost--secondary study opportunity is now secondary study opportunity is now available in local institutions to 64% of the 17available in local institutions to 64% of the 17--21 age group cohort21 age group cohort

Funded degree provision meets the needs of Funded degree provision meets the needs of 18% of this age cohort18% of this age cohort

Funded subFunded sub--degree and overseas study degree and overseas study meets a further 12%meets a further 12%

The remaining 34% is met by the selfThe remaining 34% is met by the self--financed financed Community College sector in Associate Community College sector in Associate Degree (AD) and Higher Diploma (HD) Degree (AD) and Higher Diploma (HD) programmesprogrammes


5959

HK Market (3)HK Market (3)

The Community College expansion dates The Community College expansion dates only from the year 2000only from the year 2000

The increasing number of AD and HD The increasing number of AD and HD graduates means that there is significantly graduates means that there is significantly more demand for degree level placesmore demand for degree level places

Additional government funded provision Additional government funded provision has only been about 1,000 second year has only been about 1,000 second year degree places though this will increase to degree places though this will increase to some 2000 from 2008some 2000 from 2008

6060


There is therefore an increasing number There is therefore an increasing number of self financing degree places, offered of self financing degree places, offered both by local and overseas providersboth by local and overseas providers

Overseas degree provision is regulated by Overseas degree provision is regulated by the Nonthe Non--local Professional and Higher local Professional and Higher Degree Registration OrdinanceDegree Registration Ordinance

All courses have either to be All courses have either to be RegisteredRegistered if if with a private sector partner or with a private sector partner or Exempted Exempted if partnered with one of the selfif partnered with one of the self--accrediting institutionsaccrediting institutions


6161


As at late 2006 there are some 1,108 As at late 2006 there are some 1,108 overseas programmes, 411 (37%) are overseas programmes, 411 (37%) are registered registered and 697 (63%) are and 697 (63%) are exemptedexempted

In terms of origins, some 54% are from the In terms of origins, some 54% are from the UK, 28% from Australia and 7.5% each UK, 28% from Australia and 7.5% each from the USA and China (Source EMB)from the USA and China (Source EMB)

This suggests considerable This suggests considerable ““import import penetrationpenetration”” and raises doubts about HKand raises doubts about HK’’s s comparative advantage to export comparative advantage to export programmes itselfprogrammes itself

6262

NonNon--local provision compared to local provision compared to UGC provision, 1999 and 2005UGC provision, 1999 and 2005

(A)

67,71567,71574,76074,76049,99049,99020052005

70,04070,04084,53884,53828,00228,00219991999

FTEFTEUGC Sector UGC Sector

headcountheadcountNonNon--local local

Students Students (headcount)(headcount)


6363

NonNon--local provision compared to local provision compared to UGC provision, 1999 and 2005UGC provision, 1999 and 2005 (2)(2)

(B) Comparison by Level of Programmes

9,0709,07014,84814,84811,70311,7035,4305,430OtherOther

5,2085,2083,6073,607985985467467DoctoralDoctoral

3,4283,4286,0626,06214,57114,57113,35613,356MastersMasters

50,00950,00945,52345,52322,73122,7318,4498,449BachelorsBachelors

20052005199919992005200519991999

UGC (by FTE)UGC (by FTE)NonNon--locallocal

(by Headcount)(by Headcount)

6464

$9.93 billion x 18% = $9.93 billion x 18% = $1.78 billion$1.78 billion

$2.28 billion$2.28 billion20052005

$12.623 billion x $12.623 billion x 18% = $2.77 billion18% = $2.77 billion

$950 million$950 million19991999

UGCUGCNonNon--LocalLocal

Fees Fees CComparisons, omparisons, OOverseas verseas CCourses versus UGC ourses versus UGC LLevelsevels


6565

Graduate Graduate OOutputs, utputs, OOverseas verseas PProgrammes and UGC rogrammes and UGC IInstitutionsnstitutions

26,75826,75815,68615,686TotalTotal

5,7415,7414,6054,605OthersOthers

1,7451,7456565DoctorDoctor

3,5533,5533,3603,360MasterMaster

15,71915,7197,6567,656BachelorBachelor

2005200520052005

31,34431,3446,3276,327TotalTotal

10,62410,6241,4561,456OthersOthers

1,3521,35255DoctorDoctor

4,7684,7682,4072,407MasterMaster

14,60014,6002,4592,459BachelorBachelor

1999199919991999

UGC UGC

(headcount)(headcount)NonNon--Local Local

(headcount)(headcount)

6666

Motivation to exportMotivation to export

What are the motivators and drivers What are the motivators and drivers

for the export of tertiary educational for the export of tertiary educational

programmes?programmes?

Given the dominance of the UK and Given the dominance of the UK and

Australia in this area, are there any Australia in this area, are there any

special reasons why this should be special reasons why this should be

so?so?


6767

Motivation to export (2)Motivation to export (2)

A survey A survey waswas carried out amongst 60 carried out amongst 60

institutions providing programmes in HK to institutions providing programmes in HK to

ascertain their motivationsascertain their motivations

Possibilities include financial motives, Possibilities include financial motives,

altruistic intentions, internationalisation altruistic intentions, internationalisation

agendas and government encouragementagendas and government encouragement

In parallel a survey amongst HK providers In parallel a survey amongst HK providers on their motivations to export programmeson their motivations to export programmes

6868

Motivating FactorsMotivating FactorsOverseas InstitutionsOverseas Institutions

75%84%

70%70%

95%100%

0% 25% 50% 75% 100%

1

FinancialFinancialFinancialFinancial

to offer good quali tyto offer good quali tyto offer good quali tyto offer good quali typrogrammesprogrammesprogrammesprogrammesproducing good distanceproducing good distanceproducing good distanceproducing good distancelearning programmeslearning programmeslearning programmeslearning programmesglobalizationglobalizationglobalizationglobalization

international izationinternational izationinternational izationinternational ization

relevant curriculum forrelevant curriculum forrelevant curriculum forrelevant curriculum foroverseas marketsoverseas marketsoverseas marketsoverseas markets


6969

Motivating FactorsMotivating FactorsLocal ProgrammesLocal Programmes

87%

80%

66%

100%

88%

0% 25% 50% 75% 100%

1

f inancialf inancialf inancialf inancial

to offer good qual i tyto offer good qual i tyto offer good qual i tyto offer good qual i typrogrammesprogrammesprogrammesprogrammes

producing good distanceproducing good distanceproducing good distanceproducing good distancelearning programmeslearning programmeslearning programmeslearning programmes

global izationglobal izationglobal izationglobal ization

international izationinternational izationinternational izationinternational ization

7070

Motivation to Motivation to EExport (3)xport (3)

Some 2004/5 figures on total income Some 2004/5 figures on total income from overseas students from overseas students

(onshore/offshore) perhaps point to a (onshore/offshore) perhaps point to a major factor?major factor?

Country Students RevenueCountry Students Revenue

USA 565,000 US$13 BillionUSA 565,000 US$13 Billion

UK 270,000 US$UK 270,000 US$ 6 Billion6 Billion

Australia 160,000 US$Australia 160,000 US$ 4.5 Billion 4.5 Billion


7171

Hong KongHong Kong’’s s PPotential as a otential as a HHubub

HK has traditionally played the role of HK has traditionally played the role of

entrepotentrepot for China, a point of contact for for China, a point of contact for China and the rest of the worldChina and the rest of the world

HK is a meeting point of East and West HK is a meeting point of East and West where many cultures minglewhere many cultures mingle

HK plays a hub role in other service HK plays a hub role in other service

industry areas, notably in financial industry areas, notably in financial services and logisticsservices and logistics

7272

Hub Hub PPotential (2)otential (2)

HK economy also very flexible, witness the HK economy also very flexible, witness the relatively rapid shift of manufacturing relatively rapid shift of manufacturing industry to the Pearl River Delta (PRD) industry to the Pearl River Delta (PRD) region in the past 20 yearsregion in the past 20 years

The 2005 report by the Trade The 2005 report by the Trade Development Council (TDC) illustrated the Development Council (TDC) illustrated the potential potential –– based on an independent based on an independent consultantconsultant’’s study that painted a rosy s study that painted a rosy picture of likely demandpicture of likely demand


7373


In 2004 only 60% of qualified candidates In 2004 only 60% of qualified candidates

in China achieved university places in China achieved university places –– a a

shortfall of some 3 millionshortfall of some 3 million

Even those 60% admitted represented Even those 60% admitted represented

only 19% of the age group, low by only 19% of the age group, low by

international standardsinternational standards

Annual outflow estimated at 45,000 (2,500 Annual outflow estimated at 45,000 (2,500 to HK) but potential at 1.25 millionto HK) but potential at 1.25 million

7474


About 10,000 students studying overseas About 10,000 students studying overseas

programmes in Chinaprogrammes in China

164 programmes offered, 22 from HK164 programmes offered, 22 from HK

Potential estimated at 1.7 million studentsPotential estimated at 1.7 million students

HK advantages seen as an international HK advantages seen as an international

component, high standards, Chinese component, high standards, Chinese

culture and proximity to the PRDculture and proximity to the PRD


7575


Priorities seen as undergraduate level Priorities seen as undergraduate level

inbound and taught postgraduate and sub inbound and taught postgraduate and sub

degree level both inbound and outbounddegree level both inbound and outbound

Regional markets identified as Regional markets identified as BohaiBohai, ,

Yangtse, Xian/central and PRD, particularly Yangtse, Xian/central and PRD, particularly

ShenzenShenzen, Guangzhou and , Guangzhou and DongguanDongguan

Promotion strategies include joining the Promotion strategies include joining the

national admissions system (inbound), national admissions system (inbound),

exhibitions, internet , newspapers and exhibitions, internet , newspapers and agentsagents

7676


Estimates of potential revenue are up to Estimates of potential revenue are up to

US$ 160 million for inbound after 4 yearsUS$ 160 million for inbound after 4 years

No estimates given for the export modeNo estimates given for the export mode

EMB endorsed the report as sharing EMB endorsed the report as sharing

governmentgovernment’’s vision of internationalisation s vision of internationalisation

and the aspiration to become a regional and the aspiration to become a regional

education hub serving the educational education hub serving the educational

needs of the country and of the Asian needs of the country and of the Asian communitycommunity


7777

Operation in China MainlandOperation in China Mainland

China does not regard HK as part of China does not regard HK as part of ‘‘one one countrycountry’’ in education but treats HK in education but treats HK institutions as overseas bodiesinstitutions as overseas bodies

The Closer Economic Partnership The Closer Economic Partnership Agreement (CEPA) has promoted a Agreement (CEPA) has promoted a number of service industries in the past 3 number of service industries in the past 3 years and encouraged HKyears and encouraged HK’’s economic s economic recovery but this does not apply to recovery but this does not apply to educationeducation

7878

China Mainland (2)China Mainland (2)

It is not therefore a simple matter for HK It is not therefore a simple matter for HK institutions to operate in China Mainlandinstitutions to operate in China Mainland

There are advantages of proximity, There are advantages of proximity, language and culturelanguage and culture

On the other hand there are challenges in On the other hand there are challenges in finding the right partners and in meeting all finding the right partners and in meeting all the regulatory requirements in full at the regulatory requirements in full at central, provincial and city levels central, provincial and city levels

Why not more development in Pearl River Why not more development in Pearl River Delta?Delta?


7979

Obstacles to the Obstacles to the HHub ub DDevelopmentevelopment

The education hub policy, originating from The education hub policy, originating from

EMB, does not appear to be widely known EMB, does not appear to be widely known

across other government departments, nor across other government departments, nor

does it appear to be widely known outside does it appear to be widely known outside

HKHK

This contrasts with government This contrasts with government

approaches in other countries, approaches in other countries, e.ge.g the UK the UK

and the Prime Ministerand the Prime Minister’’s Initiatives Initiative, British , British

Council, Australian Education International, Council, Australian Education International, IDPIDP

8080

Obstacles (2)Obstacles (2)

There are also quotas in place and the There are also quotas in place and the

scheme is restricted to locally accredited scheme is restricted to locally accredited


TDC has identified HK weaknesses as low TDC has identified HK weaknesses as low

awareness in the Mainland, low quotas, awareness in the Mainland, low quotas,

the high cost of living and the congested the high cost of living and the congested environmentenvironment


8181

Obstacles (3)Obstacles (3)The provision of residential accommodation The provision of residential accommodation suitable for overseas students is a hurdle in suitable for overseas students is a hurdle in expanding numbersexpanding numbers

The potential for HK to become a The potential for HK to become a ‘‘secondary hubsecondary hub’’ for overseas and Mainland for overseas and Mainland students to study the programmes of students to study the programmes of overseas universities in HK cannot be overseas universities in HK cannot be realised under current policies realised under current policies –– unlike the unlike the situation in Singapore and Malaysiasituation in Singapore and Malaysia

Only recently have universities been able Only recently have universities been able to charge an overseas fee on some of the to charge an overseas fee on some of the additional places, previously subsidised so additional places, previously subsidised so no real incentive to fill places from no real incentive to fill places from overseas rather than domesticallyoverseas rather than domestically

8282

ConclusionsConclusions

There is clearly great potential but at There is clearly great potential but at

present the education hub policy raises present the education hub policy raises

more questions than answersmore questions than answers

TheThe research sresearch soughtought to establish:to establish:

(a) the extent of non(a) the extent of non--local tertiary local tertiary

provision, particularly the effectiveness provision, particularly the effectiveness

((i.ei.e numbers of successful graduates numbers of successful graduates

versus the number of registrations), and versus the number of registrations), and also the resources involvedalso the resources involved


8383

Conclusions (2)Conclusions (2)

(b) the motivations of institutions overseas to (b) the motivations of institutions overseas to export programmesexport programmes

(c) the motivation of HK institutions to export (c) the motivation of HK institutions to export programmes, noting in this context the programmes, noting in this context the distinction between the publicly funded distinction between the publicly funded universities and their selfuniversities and their self--financed financed continuing education arms (the fourth continuing education arms (the fourth estate). These estate). These werewere conducted by conducted by questionnaire surveyquestionnaire survey

8484

Conclusions (3)Conclusions (3)(d) interviews with leading figures in HK and (d) interviews with leading figures in HK and

overseas to supplement the overseas to supplement the questionnaire dataquestionnaire data

(e)(e) analysis of the way policy development analysis of the way policy development took placetook place

(f) lack of development in the Pearl River (f) lack of development in the Pearl River Delta RegionDelta Region

The study The study hashas resultresulteded in a realistic in a realistic assessment of the education hub assessment of the education hub potentialpotential. . More importantly perhaps it More importantly perhaps it may suggest some ways forward to may suggest some ways forward to achieve the hub objectivesachieve the hub objectives


8585

Conclusions (Conclusions (44))

HK not likely to become a major player in HK not likely to become a major player in terms of numbersterms of numbers

Already developing appropriate inbound Already developing appropriate inbound numbers at university levelnumbers at university level

Potential for Associate Degree level Potential for Associate Degree level developmentdevelopment

Potential to be a Potential to be a ““secondarysecondary”” hubhub

Some export to China Mainland already Some export to China Mainland already and could be expanded cautiouslyand could be expanded cautiously

8686

Future DevelopmentsFuture Developments

Considerable demand for Considerable demand for ‘‘second chancesecond chance’’and continuing education will continue given and continuing education will continue given the lack of such opportunity in the past the lack of such opportunity in the past though eventually demand may decline though eventually demand may decline (largely part time)(largely part time)

Degree holders form only 16% of the Degree holders form only 16% of the populationpopulation

Funded local university places seem Funded local university places seem unlikely to increase (full time)unlikely to increase (full time)

The Associate Degree and Higher Diploma The Associate Degree and Higher Diploma sector is creating new demands for sector is creating new demands for progression to degree level study (full time)progression to degree level study (full time)


8787

Future Developments 2Future Developments 2

Now some 24,000 intake selfNow some 24,000 intake self--financed financed AD/HD places in 20 institutionsAD/HD places in 20 institutions

In addition still some 7,600 publicly funded In addition still some 7,600 publicly funded places though many of these are being places though many of these are being phased outphased out

HKUSPACE figures are that 70% of AD HKUSPACE figures are that 70% of AD

graduates and 50% of HD graduates wish graduates and 50% of HD graduates wish to progress to degree levelto progress to degree level

8888


ADsADs are broad based programmes are broad based programmes

equivalent to end of 1equivalent to end of 1stst year of a British 3 year of a British 3

year Honours degree or 2 years of a 4 year Honours degree or 2 years of a 4 year degreeyear degree

HDHD’’s are at the same academic level but s are at the same academic level but more vocationally orientedmore vocationally oriented

Typically Typically ADsADs are 70% generic, are 70% generic, HDsHDs are are 30% generic30% generic


8989


The HK Qualifications Framework also has The HK Qualifications Framework also has implications for overseas providersimplications for overseas providers

Under discussion since 2002 but only Under discussion since 2002 but only operative in terms of levels from May 2008operative in terms of levels from May 2008

A 7 level framework encompassing both A 7 level framework encompassing both academic and vocational qualificationsacademic and vocational qualifications

Applicable initially only to locally Applicable initially only to locally accredited coursesaccredited courses

9090


Approved courses appear on the Approved courses appear on the Qualifications Register Qualifications Register –– effectively a effectively a quality mechanism or indicatorquality mechanism or indicator

Approval is via HKCAAVQ for nonApproval is via HKCAAVQ for non--self self accredited programmes or via JQRC for accredited programmes or via JQRC for the selfthe self--accrediting sectoraccrediting sector

Not yet clear how this will apply for Not yet clear how this will apply for overseas awards but a mechanism will overseas awards but a mechanism will have to be developedhave to be developed


9191


Relevant issue as only programmes on the Relevant issue as only programmes on the

QR will qualify for the Continuing Education QR will qualify for the Continuing Education Fund support to studentsFund support to students

Will also impact funding for full time Will also impact funding for full time studentsstudents

DSE is expected to be rated as Level 3, the DSE is expected to be rated as Level 3, the same as A level at presentsame as A level at present

AD/AD/HDsHDs are level 4are level 4

Degrees are level 5Degrees are level 5

9292


The latest government report encourages The latest government report encourages development of local private universitiesdevelopment of local private universities

ShueShue Yan College upgraded in 2007Yan College upgraded in 2007

Others in line include Chu Others in line include Chu HaiHai College, HK College, HK Poly UPoly U’’s CE arm (SPEED), Caritas, Hang s CE arm (SPEED), Caritas, Hang SengSeng College of Commerce and othersCollege of Commerce and others

Process will take some time but may Process will take some time but may threaten overseas university provision in threaten overseas university provision in HK and numbers going overseasHK and numbers going overseas


9393


Initial focus will be full time provision for Initial focus will be full time provision for AD/HD students AD/HD students ––’’through trainsthrough trains’’ but may but may extend to part time provision alsoextend to part time provision also

Demand to study overseas will remain Demand to study overseas will remain steady, particularly to English speaking steady, particularly to English speaking countriescountries

HK institutions also expanding their HK institutions also expanding their international student numbers, currently international student numbers, currently about 10% from overseas, especially about 10% from overseas, especially China, target is 20%China, target is 20%

9494


HK is likely to increase its numbers from HK is likely to increase its numbers from China as institutions strive to be national China as institutions strive to be national and international and international –– only barrier is shortage only barrier is shortage of residential placesof residential places

HK institutions also offer programmes in HK institutions also offer programmes in China but on the same basis to date as China but on the same basis to date as any foreign providerany foreign provider

Mainland universities offer programmes in Mainland universities offer programmes in HK and attract HK students to ChinaHK and attract HK students to China


9595

Conclusions and PredictionsConclusions and Predictions

No sudden change in the current levels of No sudden change in the current levels of demand in HK for overseas education, demand in HK for overseas education, onshore and offshoreonshore and offshore

Government will be promoting the DSE as Government will be promoting the DSE as being in line with 6 year secondary being in line with 6 year secondary qualifications in China and the USA qualifications in China and the USA –– also also Australia?Australia?

The 4 year degree is now becoming more The 4 year degree is now becoming more of an international normof an international norm

9696

Conclusions/Predictions 2Conclusions/Predictions 2

By 2012 there may be more locally By 2012 there may be more locally provided selfprovided self--financed degree places financed degree places emergingemerging

The QF/QR will enable greater recognition The QF/QR will enable greater recognition of overseas degrees of overseas degrees –– this can currently this can currently be a problem, especially for part time be a problem, especially for part time studentsstudents

Postgraduate sector may become more Postgraduate sector may become more competitivecompetitive

HK will remain open to overseas providers HK will remain open to overseas providers and students will still wish to study and students will still wish to study overseasoverseas


9797

Conclusions/Predictions 3Conclusions/Predictions 3

Impetus for student exchange is strong in Impetus for student exchange is strong in HK, short term and long termHK, short term and long term

InterInter--University alliances may develop University alliances may develop furtherfurther

Universitas 21 is a possible modelUniversitas 21 is a possible model

Global University cities may also develop Global University cities may also develop as predicted by RMIT researchersas predicted by RMIT researchers

HK has some barriers to becoming an HK has some barriers to becoming an education hubeducation hub

9898

Thank youThank you

Questions Welcome and Answers Questions Welcome and Answers attempted!attempted!

australian education international conference 2008 -...

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