English Language Education in Ireland

Transcription

1 English Language Education in Ireland Pilot Programme for Adult Chinese Nationals between Marketing English in Ireland and the Irish Naturalisation and Immigration Service Background The new immigration regime for full time non-eea students has been in operation since January The new regime has reformed the student migration system in a manner that is better integrated with Ireland's immigration policy generally while providing a stronger regulatory framework for the sustainable development of the international education sector. The regime has introduced maximum time periods for study in language and non-degree courses (3 years) and degree courses (7 years) and has focused on academic achievement and progression on the part of students rather than on facilitating labour market access. The regime was developed in tandem with various government initiatives intended to maximise the potential of international education in Ireland. Investing in Global Relationships, Ireland s International Education Strategy , sets out how Ireland s competitive position as a centre of international education will be enhanced. Quality of service will be at the heart of Ireland s international education offering and this will underpin the redeveloped Education in Ireland brand. The Strategy focuses on strengthening and promoting Ireland s offering in the Higher Education and English Language areas and seeks to provide international students with a uniquely Irish experience, with genuine integration with local students and students from other countries. Potential for English Language Education The decline of English as a foreign language has corresponded with rise of global English as a second language. English is now ubiquitous as the lingua franca of the twenty first century. It is has become the world language which underpins global commerce, culture and media. The ascent of the English language has generated a corresponding interest in English language education among the middle classes in non-english speaking states. This is particularly evident in Asian nations who are seeking to capitalise upon and preserve their expanding global economic influence. Of course, this demand for English language education is a prime opportunity for English language education providers in native English speaking countries. It is an established tenet of language training that the most effective way for a student to learn to speak any language is to live among native speakers and immerse themselves in the language and culture. Where an English speaking country is associated with an internationally recognised reputation for excellence in teaching significant competitive advantage could be achieved for any English speaking state which establishes a reputation for excellence in teaching 1

2 Pilot Programmes for the Chinese Marketplace There is an opportunity for Ireland to develop pilot projects for adult Chinese students which will boost the profile of Ireland s English language education industry and significantly contribute to the development of Ireland s reputation as a premier destination for Chinese students to achieve a high standard in English language education. This pilot programme will be conducted in partnership with Marketing English in Ireland (MEI). While this pilot will be limited to MEI members, INIS will, in the interests of fair competition, be open to creating pilot schemes on similar lines with non-mei schools provided that they can meet the same requirements. Objective of the programme The objective of the pilot programme will be to contribute to the process of positioning Ireland in the Chinese market place as one of the leading international providers of high quality English language tuition. In line with the international education strategy the Irish offering in the international marketplace will need to be differentiated from the competitor countries on the basis of the quality of the product. Ireland has certain advantages in pursuing this objective Ireland has had a significant English Language Education industry for some time now. Marketing English in Ireland (MEI), an umbrella group of English language schools, originated in the 1960s. The State has been formally regulating the sector since 1969 when the Accreditation and Co-ordination of English Language Services (ACELS) was established under the auspices of the Department of Education to control standards in English language schools and colleges through an inspection/recognition scheme. Ireland has a well established reputation for quality English language education among European States and most Irish people will be familiar with the annual summer influx of young students from Spain, Italy, France and Germany. The EU accounts for 80%-90% of business for the Irish English language education sector. However the growing markets for English Language Training are now in Asia, the Middle East and Latin America. The relative size of the English Language tuition industry in Ireland means that there is potential to develop a standardised national English language product which has defined commitments for outcomes for students. 2

3 Pilot Programme This pilot project will allocate 400 additional visas in 2012 for adult Chinese nationals who wish to come to Ireland to study and develop their English language skills to the appropriate IELTS level as indicated in Table I (see page 7). The pilot project will, in respect of the China market, be the initial stage in achieving the commitment articulated by an Taoiseach to position Ireland as the country to learn English. This commitment will be pursued through a partnership of MEI, INIS, Fáilte Ireland and the Department of Education & Skills. The pilot programme does not affect general recruitment of Chinese English language students by colleges. The programme will run in parallel with such efforts. What the programme does aim to do however is to take a new approach to dealing with the China market that is based strongly on the quality of the education service and is selective as to the target market. It is believed that this presents the best prospect of growing this market. The pilot programme will provide for prioritised processing of applications for the allocated 400 visas as well as a new initiative on the financial requirements of the existing visa checks carried out on students. Agents o The programme will be run through trusted Agents based on a list approved by Fáilte Ireland and INIS through its Visa Office in the Irish Embassy in Beijing. Participating Agents will be instructed as to the student profile for the programme and the documentary requirements for processing applications. Agents will be responsible for - a. presenting only those candidates who meet the requirements of the project, b. ensuring that all required documentation is submitted with the visa application to the visa office, and c. ensuring the authenticity of such documentation. This will facilitate the faster processing times at the Visa Office. Any form of fraudulent activity, including document fraud, will result in the Agent being immediately removed from the programme. o The Visa Office in Beijing will conduct briefing seminars for participating Agents and will continue to liaise with them and with INIS HQ to ensure that any difficulties are addressed as soon as possible. The pilot project offers an excellent opportunity for Agents to develop their relationships with the Visa Office in Beijing. Agents who select candidate students that meet the required profile, and achieve very high visa acceptance rates, will undoubtedly benefit in the future from the mutual trust and co-operation cultivated under the pilot project. 3

4 MEI o MEI will maintain a register of all participating students which will detail their personal details, the college in which they are studying, their IELTS level on commencement of their study course and the projected IELTS level on completion (as detailed in Table I). This register will be shared with INIS, the Department of Education and Skills and Fáilte Ireland, so that the progress and success of the pilot project can be monitored. o All participating MEI colleges will be required to immediately report any student granted a visa under this programme who breaches the terms of his or her immigration permission (e.g. non-attendance at college etc.) o The Pilot Programme will operate without prejudice to the existing responsibilities of colleges under immigration practice and procedure. English Language Education Profile: A specific English language education programme/module that will be offered by participating providers and which will have a defined outcome (i.e. in terms of projected IELTS level to be achieved) within a defined timeframe for the students. These outcomes are detailed in Table I on page 7. The programme will be offered by ACELS accredited providers only. Student Profile: The ideal candidates for the pilot programme would be people whose post-study pathways would maximise the referral marketing opportunities for Ireland s English Language Education Industry and enhance the international profile and reputation of the industry. Candidates should be aged and should be - o A high school graduate who would be eligible for a University place, or o A university graduate, or o An executive level employee in a firm where the candidates position would benefit from strong English language skills All Candidates should have a clearly defined career path which outlines how English language skills will contribute to their career development. Immigration component of the pilot programme As China is a visa required country, INIS will allocate 400 visas for the pilot programme which will have a prioritised processing arrangement. Eligible candidates may apply for visas in the usual manner however the following special conditions will be extended to those applicants; 4

5 Students may avail of an alternative to the provision of bank statements as a method of proof of finances. Applications will be accepted where payment of college fees and the 7000 financial resource condition have been transferred through an appropriate "education bond". The bond must be lodged to an approved student fees payment service (e.g. the electronic fee payment service offered by EduStep [formerly International Student Payments Service, ISPS] ). The bond must be held continuously from the initial visa application through to the time the student registers in Ireland with the immigration authorities. This is to ensure that the necessary funds exist and are reserved for the personal use of the student. The bond will be redeemed when the student arrives in Ireland or if for any reason the visa is refused or the student decides not to take up their place in the college. A receipt showing that a bond has been paid by the applicant will generally be accepted by INIS as evidence of finances. However, the applicants may also be asked to provide additional evidence of finances if that is considered necessary. Upon their arrival in the State the funds will be released to the student. MEI are free to negotiate their own arrangements with an appropriate payment service provider subject to the approval of INIS. Evidence that the appropriate payment has been made in this manner will fulfil the visas conditions relating to - i. Parents employment ii. Statement of Finances NOTE 1 : Students who participate in a bond payment scheme should note that this is a contractual arrangement between them and the bond service provider. INIS is not a party to any contract entered into between a student and a bond service provider. Students who are enrolled in schools as part of this Pilot Scheme are not obliged to participate in a bond payment system, and may prefer to provide the normal evidence of finances as set out on the INIS website. NOTE 2: Students who intend staying in Ireland for more than 90 days are required to register with the Garda National Immigration Bureau (GNIB). In addition to course fees, the student must have access to 3,000 at first registration with GNIB or where Non-EEA Students are studying for a period of less than 6 months they must have access to 500 per month of stay or 3,000, whichever is the lesser. Where a notarised copy of the family s hukou is supplied this will be deemed to fulfil the visa conditions relating to - i. Notarised certificate of family relations ii. Birth certificate 5

6 The 400 visas will be assigned for priority consideration and will, in normal circumstances, be processed within 14 days by the Beijing visa office. Duration The pilot project shall operate initially in 2012 but would be envisaged as having the capacity to expand beyond that in 2013 and If the pilot is seen to succeed it could be mainstreamed as the preferred marketing practice for Ireland in China for English language courses.. Review At the end of 2012, INIS shall undertake a review of the initial phase of the pilot programme along with MEI, Fáilte Ireland and the Department of Education and Skills. Urgent or important issues which give rise to concern during the running of the pilot may be addressed in advanced of the end of 2012 review date. The review will determine - 1. The level of interest and participation from Chinese students. 2. The profile of participating Chinese students. 3. The education outcomes for participating students and the level of English attained. 4. The impact of the pilot programme on the reputation and international positioning of Ireland as a centre of excellence for English Language tuition. 5. The extent to which the possibilities for referral marketing from participating students have been maximised. 6. The level of immigration compliance by participating students. 7. The success of the trial visa processing arrangements on financial requirements. 6

7 TABLE I Defined Outcomes for Students The following matrix sets out the required outcomes for students of this pilot project at different levels of English language ability. Level of English at Application Defined Outcome for Students Equivalent to IELTS Levels 0-2 Minimum Equivalent IELTS Level 5 Equivalent to IELTS Levels 3-5 Minimum Equivalent IELTS Level 6.5 Equivalent to IELTS Level 6 to 7 Minimum Equivalent IELTS Level 8 to 9 Where a student falls between bands the rules are set out in the Examples below Example 1 Example 2 Level of English at Application Equivalent to IELTS Level 5.5 Defined Outcome for Students - Minimum Equivalent IELTS Level 8 to 9 Level of English at Application Equivalent to IELTS Level 5.25 Defined Outcome for Students - Minimum Equivalent IELTS Level 6.5 A 6.5 IELTS score lies roughly between B2 and C1 1 levels of the Common European Framework of Reference for Languages (CEFR) and >8 scores are C CEFR - Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with B2 native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. 2 C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. 7

8 In light of the stated student profile (and taking into account the profiles of the varying types of students who attend our schools) The ideal candidates for the pilot programme would be people whose post-study pathways would maximise the referral marketing opportunities for Ireland s English Language Education Industry and enhance the international profile and reputation of the industry. Candidates should be aged and should be - o A high school graduate who would be eligible for a University place, or o A university graduate, or o An executive level employee in a firm where the candidates position would benefit from strong English language skills we are suggesting that the following assessment and reporting format: All students who receive a visa and arrive in an MEI school will be assessed on arrival. This assessment will take the form of the school s normal written and oral placement test and will be recorded by the school in CEFR format level with an equivalence on the IELTS or Cambridge suite of examinations level bands. For the purpose of accurate and on-going record-keeping by MEI the school will forward the result of this initial placement test to the MEI office within 1 week of the student s arrival. Students taking an English language course of 25 weeks or shorter will take a school s normal oral and written exit test and the results will be recorded by the school in CEFR format level with an equivalence on the IELTS or Cambridge suite of examinations level bands. The results of the exit test will be sent by the school to the MEI office within 1 week of the departure of the student. Students taking an English language course of 25 weeks or longer will be required to take an IELTS or equivalent international examination. A copy of the original transcript of this examination result, stamped by the school attended by the student, will be sent to the visa office with the other documentation required to enrol for a second year of English Language classes. A similar copy will also be sent to the MEI office. Possible exception to test/level reporting procedure Over the last couple of years there has been an increase in the number of foreign English Language teachers coming to MEI schools for refresher courses. These courses tend to be from 2 4 weeks duration. Many of the teachers on such courses are funded through Grundtvig or Comenius programmes but there is a growing number of such trainees from outside the European funding zones wishing to attend refresher courses in Ireland. Given the enormous multiplier effect of such students MEI will hope to attract this particular group of trainees from China to our schools. In the event of a group of teachers attending our schools we believe that level test reporting would not be appropriate. 8

9 In the event of such groups being recruited to come to MEI schools we further suggest that it would be acceptable for state approved schools or colleges to have equal status with trusted Agents. The proposed headings for MEI reporting would be: Name of student Passport Number Date of Birth School attended Type of Course (Language, teacher refresher) Length of course Initial Language level Initial Language test used Exit language level after 1 st period Exit language test used Exit language level after 2 nd period (if applicable) Exit language test used Extra information, if applicable (e.g. 3 rd level enrolment) 9