The UK government launches new international education strategy

The United Kingdom's Department for Education, and Department for International Trade have jointly launched a new International Education Strategy with the twin targets of increasing the value of education exports to £35 billion (US$46 billion) per year and raising the total number of international students to 600,000, both by 2030.

This would amount to a near doubling in the value of education exports from £20 billion in 2016 and a rise of more than a third in the number of international students, from 442,000 in 2016.

One of the strategies includes a commitment to extend the post-study work period for international students, and to consider changes to visa processing in order to strengthen the UK’s visa attractiveness for students.

The government’s Export Strategy has set the scene for how government will support UK exporters following the UK’s departure from the European Union (which has been delayed beyond the 29 March 2019 deadline) and this strategy “builds on that ethos for the education sector”.

The strategy includes:

• Appoint an ‘international education champion’ to spearhead activities overseas, open international opportunities, develop strong international partnerships in new and established markets and help tackle challenges and barriers.

• Ensure the ‘Education is GREAT’ government campaign promoting international study at British institutions, more fully promotes the breadth and diversity of UK education to international audiences. This includes encouraging education bids to the £5 million GREAT Challenge Fund for 2019, which supports export activity for the sector. The campaign is currently concentrated in China, Turkey, Malaysia, Thailand, Indonesia and India.

• Continue to provide a welcoming environment for international students and develop an increasingly competitive position. This includes extending the post-study leave period; considering where the visa process could be improved; supporting employment; and ensuring existing and prospective students feel welcome.

• Establish a whole-of-government approach by implementing a framework for ministerial engagement with the sector and formalised structures for co-ordination between government departments domestically and overseas.

The report claims that leaving the EU “gives the UK the freedom to pursue an independent trade policy that reflects its unique strengths”. But in reality this very much depends on the terms of whatever future relationship is negotiated with the EU and it is hard to predict what that outcome will be, given the current political uncertainty.

The report nevertheless identifies four “high-value” geographical areas in which to focus education export campaigns. These are China and Hong Kong; the Middle East and North Africa; Latin America; and the ASEAN (Association of Southeast Asian Nations) group of nations.

For more details, visit the website www.universityworldnews.com/post.php?story=20190318201709793

The value of gamification for language learning

What is gamification, and how can it be used in language learning? It is a way to turn a seemingly boring activity into something fun and motivating.

Gamification occurs when you take a language learning activity and make it into a game. It can be anything that helps learners achieve the course outcomes. For example, doing a roleplay, answering questions on a reading text, or completing a vocabulary exercise.

So how can you make these learning activities into games? First, let’s define what a game is.

A game is a form of play that includes:

• game rules

• goals

• competition

• chance

We do these to increase student engagement and motivate them to do tasks. Gamification also makes use of five different elements that engage and motivate students. They are:

• points

• badges

• levels

• leader boards

• challenges

Many teachers already add elements of games such as competition or game rules without even thinking about it. But this may be too simplistic; and other elements will make gamification a more rewarding experience.

When gamification is done well, it creates a positive learning environment and motivates students to learn better.

In practice, certain protocols can be followed in which the teacher and class agree on behaviour and expectations, with points awarded to the whole class when expectations are fulfilled.

Achievement levels are set and when one of these is met, students are rewarded, e.g. no homework for one week. This brings in points, levels and challenges and makes the students willing to learn.

For more details, visit the website https://www.youtube.com/watch?v=6jUwPDIYRXo

What can we learn from Finland?

Finland might be a country of just under 5.5 million, but it also happens to produce the smartest, most well-rounded students. Part of the reason for this is that it chooses to focus on the promotion of teaching autonomy, creative learning, and equal ability classes.

1. There are no standardised tests In Finland, throughout the course of a child’s education, there is only one test that is mandatory – the matriculation exam – which comes at the end of vocational senior high school. With this system, teachers are trusted to do what they do best – teach. One reason why it is so effective is that there is a lack of competition that runs throughout a child’s schooling.

2. Teachers have to be highly qualified Teachers in Finland are selected from the highest achieving graduates. The top 10 per cent are drafted in to teach their children and are required to take a masters degree before they are allowed to step foot in the classroom. For starters, teachers in Finland have more respect within their society. As they have to go through the same length of training as doctors and lawyers, they are granted equal status.

3. Teachers have freedom In Finland, there is also a national curriculum, but there are neither set texts nor exams to test it. Teachers are given complete freedom as to how they teach what is in the curriculum. Another aspect of teaching in Finland is the cooperation among teachers. Collaboration is encouraged, and teachers regularly share their experiences and expertise.

4. Little homework Statistically, Finland issues a lot less homework to students than most countries do. Though it is a myth that there is no homework at all, most of the education happens in the classroom. Which is, after all, where you would expect it to happen.

5. Kids don’t start school until they’re aged 7 In Finland, although preschool is free for everyone, actual schooling doesn’t take place until the age of

6. The early years are focused on play, rather than academic learning. This is because at the age of five children don’t have the required motor functions to properly handle a pen, and other stationery. Play also helps develops creativity and form social skills through interaction with other children.

For more details, visit the website www.celsianeducation.co.uk/celsian-blog/what-the-uk-education-system-can-learn-from-finland