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The impact of the terrorist attacks in the USA on the US English language teaching industry became clearer in the weeks following the events. As student confidence eroded and air travel was regarded with new scepticism, bookings dropped and US schools braced themselves for turbulent times ahead.
Jean-Marc Alberola from Bridge-Linguatec in Denver, CO, USA, told Language Travel Magazine that his institution had experienced a 47 per cent drop in business as a result of the attack. 'We predict that our revenues during January and February will be down by at least 30 per cent,' he added. Jose Mendez at Zoni Language Center in New York also reported cancellations. 'We hope that it will not affect us too much in the long-run,' he said.
Agents around the world reported that US-bound business was certainly affected. Juris Tuns, Director of Mecenats, the Centre of International Education in Latvia, said his business to the USA had been 'practically destroyed' by the events of September 11. 'All [US] programmes have been stopped, there is scarcely any interest in them,' he said. 'People are waiting to see what will happen next.'
While the 'unknown factor' was stalling many students thinking about studying in the USA, institutions were hopeful that numbers would pick up next year. According to a report in The Japan Times, all school trips, local government-sponsored visits and other international exchange programmes to the USA were called off in September, but some study programmes may be relocated or rescheduled for later in 2002.
Meanwhile, foreign students, who were in the USA when the attacks took place, returned home in droves, and there were reports that some Middle Eastern students were experiencing harassment. At the University of Wisconsin-EAU Claire, all students were contacted after such incidents emerged. 'Our international students are so far from home. A lot of people are frightened,'said Karl Markgraf, Director of the university's Centre for International Education. According to a report in the Chronicle of Higher Education, some students were leaving because they felt in danger. Abdulla Al-Mosallam, from Qatar, told the publication that friends of his had been attacked, which prompted his decision to leave the country. 'I'm not willing to take that chance,' he said.
English language programmes were also affected by students wanting to cut short their programme. Alexandra Rowe at the English Program for Internationals, at the University of South Carolina in Columbia, said, '[These students] are more vulnerable because they don't have the English yet to defend themselves.' Of 25 Middle Eastern students at the programme, 16 had returned home by October.
As it emerged that the suspected suicide pilot who flew into the Pentagon enrolled on an English language programme in November 2000, questions about the efficacy of immigration control were raised. According to press reports, it can take up to a year for the Immigration and Naturalisation Service (INS) to notify an institution that a student has entered the country to study on one of its programmes. 'This lag in reporting time is something of great concern to us,' Brice Harris, Chancellor at Los Rios Community College, told The Sacramento Bee.
The terrorist attacks also seemed certain to influence the US industry's approach to the SEVP programme. While there had been industry opposition in the past, many are now supportive of the idea. 'In light of the attacks on September 11, it is inconceivable to me that [we] could do anything other than urge the federal government to move forward with a system' which could be used to protect the nation,' said Todd Davis, a director at the Institute of International Education.
Nafsa also revised its policy on the issue. The association said that while it still believed SEVP was very complex and expensive, 'the time to devise a considered response to [the threat of] terrorism has arrived'. However, Nafsa was fighting a more drastic proposal at the time of going to press. Senator Feinstein had called for a six-month moratorium on student visa issuance, while security measures were improved. 'This legislation is probably the first of many that Nafsa [needs] to fight,' it told its members.
New image for New Zealand
An exciting new marketing brand for New Zealand's education industry has been launched which aims to enhance the country's image as an important international study destination.
'The new world class - educated in New Zealand' is the slogan that accompanies the brand image, which is the result of extensive market research. The brand also uses a clever 'born, working, educated' catchphrase to illustrate what international alumni from New Zealand institutions have achieved.
Peter Laurenson, Project Manager at the New Zealand International Education Marketing Network (NZIEMN), who oversaw the development of the brand, explained that the initiative highlights what makes New Zealand Education different and 'proves conclusively that a New Zealand education can and does lead to the main desired outcome [for students] – international employment and success'.
The brand is being used to promote seven key qualities of New Zealand, which together contribute to a unique study destination and a rounded education experience for international students. These qualities include a British-based education system, high quality living conditions and outstanding recreation opportunities, set within a wonderful natural environment.
Lester Taylor, Chief Executive of Education New Zealand, said that members and agents had been extremely positive about the new brand. 'Over 100 institutions have ordered a starter kit [to use the branding materials],' he added. Resources, such as videos and display stands, will also be available to agents, and the brand will be promoted at education fairs, via Trade NZ offices and in strategic international media.
Laurenson added that a new website, mynzed.com, is also a crucial part of the brand, attracting enquiries to a single online entry point. He worked with an education strategist to poll students from over 30 countries studying in New Zealand, Australia, the UK and the USA, to develop the brand and formulate its essential selling points. Focus groups were also held with parents, teachers, agents and employers in 10 Asian markets.
Analysis revealed that New Zealand was not generally well known as a study destination, but many people had an open mind about the opportunities available in the country. In addition, international students already in New Zealand chose the country for distinctive reasons. Unlike reasons given for choosing the USA or UK, such as prestige and status, New Zealand was favoured for its safe, welcoming and more intimate environment.
'Super English' schools in Japan
To increase English language abilities in Japan, the country's Education Ministry has announced its intention to establish 'super English language' high schools where pupils will be taught entirely in English. The schools will be the first state schools to offer tuition in the English medium, although some private schools already offer English-medium lessons.
The schools, scheduled to open in early 2003, will employ Japanese teachers fluent in English and foreign specialists in other subjects such as science, art and English. The move is seen to reflect concerns about English speaking ability among Japanese. 'Children begin studying English at elementary school, yet Japanese people have a reputation as bad English speakers,' Professor Miyahara Osamu at Ochanomizu University in Tokyo told the Times Educational Supplement (TES). '[It] will change with more effective English instruction.'
English language tuition is already said to be a national obsession in Japan. According to the TES, Berlitz Japan Inc. estimates the domestic English language teaching market to be worth UK£3 billion (US$4.4 billion). Japan is also an important student provider country in the language travel industry, accounting for high numbers of students studying English in countries such as the UK, USA and Canada.
Dutch government to fund study overseas
Students from the Netherlands may soon be able to receive a grant from the Dutch government to fund full-time or part-time study overseas. This move would bring the Netherlands in line with Sweden, where students can already get government funding to study overseas.
The scheme is envisaged to come into effect for the 2003/04 academic year, and will primarily be valid for study within the European Economic Area, although it might be extended at a later date. According to the Dutch Minister for Education, Culture and Science, the new policy, 'Education without Frontiers', is a more flexible financing system to suit modern student needs.
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