It’s Time To Heed The Warning Signs for UK Education
It was not so long ago – just before the Covid pandemic in fact – that the UK government of the day commissioned a report onto UK Education’s value as an export. At long last there was recognition that we had something truly world class which other countries wanted to buy, from our universities and vocational skills to our historic independent schools and well-trained teachers. Education was vital to our economy, not only in terms of billions of pounds worth of revenue from school fees and spending by students and their families on property and holidays, but also as a source of soft power, educating future foreign elites at home and abroad.
All that has changed, and we should confront the challenges that a new world order has presented our sector with.
The in-bound movement of students to our boarding schools and universities has collapsed. The UK is seen as less friendly than it once was due to a range of political pronouncements from across the spectrum. What an opportunity we had with a second Trump term to eat America’s lunch! But we have failed to capitalise on this opportunity in the way that Australia, Canada, Ireland….and particularly the UAE, have done. Our boarding schools are now horrendously expensive – partly due to above-inflation price rises year on year in the past, but thereafter due to a whole raft of legislation which has raised their operating costs. And VAT? Even wealthy foreign families who might afford the fees resent having to spend 20% to fill our government’s coffers.
We have also seen once lucrative sources of students face their own challenges, such as Russia and China. Not our fault as far as Russia is concerned, but having lived for several years in China, and seen the high regard for British education among Chinese families, I believe the rhetoric from the UK has played into the hands of President Xi. All those British brands which enjoyed a rush to first and second tier cities pre-pandemic have now had their activities curtailed and even found they cannot use their names in some cases.
We have been saboteurs of our own export industry. DBT have targets to meet for their masters in the Foreign Office: promote successful UK businesses which can bring in further revenue. But this means the door is closed in the faces of aspirant exporters – particularly British brand schools with real quality, but who may be late to the party. They may apply for trade missions and events, but as they are unproven abroad, they are often rejected, while schools which already operate overseas are feted – understandably, as they have been successful – but to the detriment of the wealth and diversity of the UK independent schools market which can bring just as much innovation and expertise to new countries. For these schools, DBT is not helpful. It is a locked door to an exclusive club.
Apart from issues with our own market, there are factors to contend with abroad.
International operators are more sophisticated, and wealthier, than ever before. Global groups are more numerous, and while many of their home-grown schools are excellent, they have also been able to purchase leading local schools and incorporate them. They cultivate their leaders and have a vast pool of teaching staff. They have the knowhow to pivot, set up, or to re-brand with breathtaking alacrity when new opportunities present themselves. They offer diverse price points and have experienced, impressive leaders. They take on the British curriculum while in some cases having no schools in the UK. But their teachers and leaders were trained there, and now have global experience to add to the UK parts of their CV.
So, faced with the wealth, experience and expertise of these groups; the shifting attitudes of foreign families towards a UK experience, and hamstrung by our own government, what should UK schools do to compete?
Well, families still see the UK as a mark of quality, and many now look to the British branded school, or British curriculum school full of UK teachers in their own city as the school of choice for their children. Our schools are still excellent, with exceptional teaching and learning; CPD; tried and trusted policies and procedures; and genuine heritage. This counts for a lot and in less developed markets will remain hugely sought after.
However, when we talk about our educational innovation we should proceed with caution. International schools are streets ahead of their British counterparts in many aspects of curriculum. We need to be willing to adapt, to share and mentor, and to collaborate. We need to be humble and explore genuine partnerships rather than expecting to plant a Union Jack in the ground and sit back while enrolment ramps up. We have specialisms in sport, performing arts, etc. We need to be agile, make a splash, and re-think how we engage through new business models. How can we support and supplement our sibling school abroad? We are no longer the mother ship but must see ourselves as having as much to learn as our counterparts. It is time for a paradigm shift in how we present ourselves. British schools ARE still among the world’s best…but we do not hold that position by right, and we need to be honest with ourselves and display a collaborative face to our partners. The world has changed quickly, and we are playing catch up.
Source:
Alex McGrath, Founder of Castlegate Education Limited