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Much of what is being reported and communicated by Dutch media and government is a misrepresentation of what is actually happening with internationalisation of education in the Netherlands.

This is why the new bill proposed by the Dutch education ministry, aiming to effectively manage the number of international students coming to the Netherlands, should be abolished!

What is happening?

There have been heated discussions recently in the Netherlands around the growing influx of international students enrolled on English-taught bachelor and master programs.

Within the Dutch parliament several arguments have opposed the admission of international students and the number of English-taught program on offer. There is a lack of overall housing, lecture halls are overcrowded, education quality is declining, the Dutch language deteriorating and Dutch students being outcompeted and pushed out of programs by international students, detractors say.

The debates have resulted in a decision to halt international student recruitment.

“International students only represent 15% of the total student population registered at Dutch universities”

Minister­­ of Education, Robert Dijkgraaf, has introduced the bill proposing universities have legal power and stricter (exception) rules for English-taught programs to give them control over policies related to language of instruction and student admissions.

The aim is to effectively reduce the number of English-taught courses on offer and manage the number of international students who come to the Netherlands.

Although regulation of international student admissions and the number of English-taught programs on offer could prove useful, in the Dutch media there is a total misrepresentation of what is actually happening and who is being affected.

 Should the bill be passed?

In its current state the bill should not be passed. More thought and research needs to be carried and a new bill drawn based on evidence and facts.

The purpose of the bill is to balance the influx of international students, but it needs to be clarified that this should only apply to research universities and only to specific courses at specific universities.

Additionally, the ‘Dutch language is deteriorating’ argument due to the increase in international programs is a fallacy.

The Netherlands – and the world – is becoming more multicultural whether people like it or not. English is the world’s lingua franca for business and science and I suggest that the actions under this point should be abolished.

Most Dutch universities want their graduates to develop intercultural competencies to be successful and offering courses in English provides institutions with a completive edge to attract diverse talent among both students and academics.

Even so, the majority of programs on offer are still offered in the Dutch language.

The influx of students only affects certain programs that are popular among students seeking to learn in English. Those programs are only offered in certain regions of the Netherlands.

International students only represent 15% of the total student population registered at Dutch universities.

Not everyone is aware of these facts or either has or wants the full story.

Headlines or statements around the Dutch language being threatened or Dutch students being pushed out can lead to anti-international student attitudes.

This narrative and actions to ‘eradicate’ the English language from Dutch higher education by capping programs and enforcing the Dutch language, definitely veers toward anti-foreigner, national protectionism and xenophobia, i.e. the ‘let’s make the Netherlands great again’ message.

There are also worries that with fewer international programs offered, the bill could result in fewer international lecturers at universities who bring insight and perspectives from abroad and train graduates to fill labour shortages.

I fear that if the recruitment of international lecturers is stopped, it will have a knock-on effect on the number of skilled graduates each university produces in key sectors, such as ICT and technology, health and education.

Discussion around academic entry requirements to Dutch programs has also been neglected in this debate.

To fully understand the problems the Netherlands is facing, more questions need to be asked and answered, clarity and transparency on the situation (supported by evidence and facts rather than one-sided selective information) needs to be provided by both the government and covered by the media.

The majority of bachelors are offered in Dutch

When government and media speak about internationalisation, they only refer to one form – that is international student recruitment in programs taught entirely in English.

In 2022/23, there were 122,287 international students enrolled at publicly funded universities, accounting for only 15% of all students in Dutch higher education.

The majority of university bachelor’s programs are still offered in the Dutch language

The government also fails to communicate that 72% of international students studying at universities in the Netherlands come from the EU. Neighbouring Germany tops the origin country list with 22,700 students, followed by Italy (7,600 students) and Romania (6,700 students).

Under EU law, students from EU countries have the same rights and access to Dutch education as Dutch students. This means that Dutch universities cannot refuse to accept these students or implement different admission policies for them.

“The majority of university bachelor’s programs are still offered in the Dutch language”

It is important to clarify that the rising number of international student has been reported to mostly affect the country’s 13 public research universities, and not universities of applied sciences, of which there are 43.

With Germany the most common country of origin for international students, we see universities close to the German-Dutch border – such as in Maastricht and Groningen – with higher numbers of international students, especially from Germany. This is logical and natural given the close proximity between the two countries.

Specific English-taught programs, for example psychology courses, at research universities face the biggest problems, but some other English-taught masters programs receive very few or no international students despite being taught in English

Why do other EU countries not experience the same problem?

Ireland, Germany and The Netherlands reportedly offer the highest number of English-taught bachelor and master courses in Europe. Germany offers free tuition and Ireland’s tuition fees are similar to the Netherlands, but why does the Netherlands seem to be the only country that has an influx of international students?

In the case of Ireland, one reason could be the competitive, points-based entry requirements.

For EU applicants, an average of 10 in the Dutch VWO is equivalent to 600 points. To be admitted to physiotherapy, a student must gain 589 points – equivalent to an average of a nine in a Dutch qualification. These entry levels are extremely high for Irish students, never mind Dutch students.

It’s rare for Dutch student to score an average of a nine or 10 in secondary school, and it could explain why the Netherlands has seen an influx of Irish students enrolling in English-taught courses, such as physiotherapy.

In Germany, entry levels tend to be similar to the Netherlands. Germany experienced approximately a 30.9% increase in international students between 2014 and 2019, and a rise of 37% from 2014 to 2022.

Yet, in contrast to the Netherlands, Germany sees international students as an asset to society and the economy. The German Academic Exchange Service (DAAD) has also recommended that the German government put in place a strategy to double the retention of international students by 2030.

Threat to the Dutch language

Several critics say that international student increases and English-taught programs are putting pressure on the the Dutch language. According to a government report, Het Beleidskompas, there was a mere 9% increase in the number of English-taught programs on offer – this 9% is putting pressure on the Dutch language within education and science overall, it suggested.

This is hard to believe, especially when the increase is seen only within specific programs, and only within certain research universities.

The president of the Board of directors, Geert ten Dam, at Amsterdam University was one of the first to raise the alarm bells on how the growing number of international students is a threat to Dutch students.

She has argued that Dutch students are being outcompeted by students from abroad. She also said that, “There may come a point when you say: you have to learn Dutch if you want to work or study here. We’re not there yet, but I can imagine it.”

Vice-president of the European Commission, Frans Timmermans, has responded that the “problem with our Dutch language is not the fact that in higher education we use English to communicate, it is that we neglect to educate our children at a very early age on speaking, reading and listening to Dutch very well”.

The Dutch government recently launched an online consultation on the internationalisation bill. The debate will no doubt continue.

About the author: Simone Hackett is senior lecturer at The Hague University of Applied Sciences and a member of the EAIE General Council for the 2022–2024 term. 

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The number of African students benefiting from scholarships to study in Russian universities has grown by 150% in the past three years and is expected to grow by more than 47,000 students in 2024.

The new numbers are expected to see the total number of Africans in Russian universities on state scholarships rise to more than 10,000 in 2024. An estimated 6,000 are currently benefiting from the bursaries and enrolled in universities across the Russian Federation.

In what is turning out to be a strategy to place education at the core of its cooperation with Africa in the face of increased international isolation over the war against Ukraine, the scholarships announced President Vladimir Putin, will see the number of Africans studying in the country grow to nearly 40,000 with 35,000 already studying in the country.

“Training of skilled personnel has always been and remains a traditional area of Russia-Africa cooperation,” Putin told a gathering that included African heads of state during the Second Summit and Russia–Africa Economic and Humanitarian Forum last week.

“Nearly 5,000 African students are studying at Russian universities, and this number is growing every year.

“The quota for African students financed from the federal budget has increased by 150% over the past three years and will exceed 4,700 people in the next academic year,” he added.

The country also plans to open campuses of ‘leading’ Russian universities in African countries. Besides teaching of Russian language, proposed consortiums for academic and research cooperation between the two countries will come under the framework of the Russian-African Network University, in what could be a new way of using education to fight international isolation.

“An agreement on the establishment of the Russian-African consortium of technical universities, the Subsoil Resources of Africa, was signed at St Petersburg Mining University on July 26,” he disclosed at the high level event.

“It provides for the joint training of professionals for the mineral resources sector, and I regard this as an extremely important and interesting area for cooperation.”

At the same time, Russia will continue to help African countries develop their system of higher education as well vocational training, train teachers, mentors and technical personnel for schools and colleges, he continued.

“I regard this as an extremely important and interesting area for cooperation”

Additionally, “joint schools” will be established for which “adapted teaching aids based on a combination of Russian and African national education programs are being prepared”, he further noted.

Even more important and in a major step to boost Russian as an international language in Africa, the country was planning on opening Russian schools in Africa where a number of subjects will be taught in Russian.

“I am confident that the implementation of projects such as the study of Russian and the introduction of Russia’s high educational standards will create the best foundation for our continued mutually beneficial and equal cooperation,” he continued.

In 2024, he added, an international Russian language organisation will begin operating, and will invite all countries interested in the language and culture to join.

According to Valery Falkov, Russia’s minister of Science and Higher Education, over 310,000 qualified specialists from the continent have been trained in Russia “during the history of cooperation” with Africa.

Currently, the number of scholarships for Africans had grown from 1,700 in 2020 and will stand at 4,700 by next year, the minister elaborated at a session of the event.

According to Paul Gundani, vice chancellor of the Zimbabwe Open University, there was no reason why Russian was not one of the popular languages in Africa, and universities in the Southern African country will start teaching Russian.

The time had come to develop the study of the Russian language in African universities as a first step, then develop joint scientific projects, and strengthen the program to support African students in Russian universities and send more students to study there, said Victor Kalunga Tshikala, rector of the University of Kalemie, Democratic Republic of Congo.

A total of 51 agreements focused on education and science were also signed at the event signifying a deepened education cooperation with Africa in the future.

Russia has been on an aggressive drive for African students over the past four years that has seen numbers more than double, despite deaths of two African students killed fighting for it in Ukraine.

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The Alliance for International Exchange held a community conversation on trends in student mobility, visa denials and immigration reform in the US.

The Alliance promotes the power of international exchange, spearheads advocacy efforts on behalf of members and offers a variety of professional development opportunities.

Executive director Mark Overmann led the discussion with guest speakers Maureen Manning, vice president of strategy and insight at The PIE, and Jill Welch, senior policy advisor at the Presidents’ Alliance on Higher Education and Immigration and featured columnist for the “Jill on the Hill” policy update in The PIE News.

Regarding overall global trends in international student mobility, Manning addressed the topic from a historical global perspective, noting that regions such as the US, Canada, Australia, the UK and some European countries have long been popular destinations for international students, and still maintain significant appeal.

“However current trends in international student mobility are being increasingly influenced by factors such as changes in immigration policies, political climates and economic conditions,” Manning asserted.

She noted that the resultant impact of the pandemic is still being realised. Moreover, she said in regions such as China, “the lingering effect of the pandemic, coupled with geopolitical tensions, have complicated the rebound”.

“We still have fewer international students than we used to have”

In terms of future trends, Manning indicated that many stakeholders are paying close attention to Saudi Arabia as well as countries in the LATAM region as potential partnerships, collaborations and recruiting efforts in those areas proliferate.

In addressing mobility trends for students studying in the US, Welch referred to it as a “mixed picture”.

“When you look at the data in the last Open Doors survey, which captured part of the recovery, you see some increases. But we still have fewer international students than we used to have,” Welch said, adding that this data predates the pandemic.

A positive trend she highlighted is that many university presidents maintained their commitment to international education during and after the pandemic, noting the increase in membership of the Presidents’ Alliance specifically.

Other encouraging signs mentioned were rising numbers of attendees at key conferences and events in the sector, the joint statement of principles and the recent addition of international education to the export strategy.

The concept of a national international education strategy was woven throughout the conversation as the speakers referenced countries that have successfully orchestrated strategies, as well as the challenges of not having a coordinated effort at the federal level.

“This has been on the agenda for a variety of international education and exchange organisations but is very difficult,” said Overmann.

And while he said he often hears stakeholders call for a national strategy based on those of other countries, he questioned the appropriateness of comparisons as the political context in the US greatly differs to those of many of its competitors.

Trends in visa denials was also discussed in depth during the conversation, in particular, those in the sub-Saharan Africa region.

Manning argued that reasons behind these high denial rates have been a subject of much debate and speculation. She noted that potential factors contributing to high denial rates include concerns related to visa overstays, which is when students remain in the US beyond the duration of their authorised stay.

She noted that many students from sub-Saharan Africa who have spoken with The PIE about their visa denials believed the result was due to concerns over their intention to return home after completing their studies.

Welch added that in many areas of the global south, visa denials have a true human impact, and while previously studied more anecdotally, a new report from Presidents’ Alliance and Shorelight has tackled the issue from a more data-driven approach.

Manning said, “While visa decisions are ultimately made by individual consular officers, and each case is assessed on its individual merits, broader political contexts may influence decisions or perceptions about those decisions.”

Overmann said this idea tracks with experiences certain Alliance members are having with J-1 visa issuance in countries such as Turkey and the Dominican Republic, among others. “But details and data are scarce, which makes it very hard to address the issue.”

Welch underscored that the term “overstay” is sometimes misused synonymously with “non-return”. As such, she said overstay rates are inflated and that there is not an effective way to measure non-returns.

Overmann agreed, noting that while the bureau of consular affairs sets broad policy, “individual posts are given much discretion and latitude for their decisions, which makes it very difficult for advocates to drive systemic change to visa issuance trends”.

“Now we have a much more polarised Congress”

“Our immigration system is outdated and needs to be modernised, and there is broad bipartisan agreement on that,” Welch added.

“But now we have a much more polarised Congress. What that means for us is that we need to educate our congressional delegations. We need to articulate what the problem is and what we need to see.”

One suggestion Welch offered was that the number of green cards be expanded, even beyond STEM, noting that it is not just STEM fields that drive the economy. Just this week, NAFSA also called for the US to provide a “direct path” to green cards for international graduates that have employers willing to sponsor them.

Regardless of the conditions advocated for, however, she emphasised the importance of joining together in alliances in addressing immigration reform. “If you are not at the table, you’re on the menu,” she cautioned.

In closing, panellists agreed that it is critical to continually evaluate immigration policies and consider the global competition for international students. And that by staying responsive to student needs and global trends, the US can maintain its position as a top choice for international education.

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In an effort to boost the country’s declining population, Japan’s government has announced international vocational students will be given more job options in-country upon graduation.

Guidelines from the Council for the Creation of Future Education in Japan mentions that there will be more “cooperation with companies” to help graduates from certain vocational schools “demonstrate their specialised knowledge”. 

“We have newly created a system to certify high-quality vocational schools, and international students who have completed accredited schools.

“We will flexibly respond to changes to the status of residence… and treat them in the same way as international students who have graduated from universities,” the proposal read. 

A representative from the Higher Education Bureau of MEXT, Japan’s education ministry, confirmed to The PIE News that based on the proposal, the system would be in place around Autumn 2023. 

“The goal is to keep about 3,000 graduating students a year who were previously returning due to a lack of job opportunities,” i-Graduate director for Asia, Guy Perring, told The PIE. 

“The focus on vocational schools (Senmon Gakko) is due to the gaps in some key areas such as nursing care, machine parts and tooling industries, electronic and Information Industries, automobile and construction.

“In July, PM Fumio Kishida said that citizens in Japan needed to think about a society where we can live together with foreigners,” he continued.

In its article analysing the issue, i-Graduate dubbed MEXT’s efforts to help universities more effectively transition their international students into graduates that can contribute to Japan’s workforce “encouraging” – most notably, The International Student Employment Promotion Education Program Accreditation System. 

“There is a need to replicate this approach at a vocational school level in addition to individual school programs,” Perring said. 

“As in the UK where there are some excellent examples of careers support for international students, Japan needs to look at best practises overseas and how they cater for international students. 

“At present, the careers support in many Japanese institutions will not have the experience or expertise in these areas,” he explained. 

i-Graduate’s insights on filling employment gaps in Japan referenced data from its Student Experience Survey which said 82% of students surveyed viewed post-study work as very important or at least important – and that Japan will benefit from more “explicit opportunities”.

The new guidelines and accreditation system is expected to patch the hole in the system, but no official tandem program like the current one for universities has been announced yet. 

While the Immigration Services Agency is expected to be launching the new accreditation system for vocational schools later this year, the guidelines above have been issued by the Council for the Creation of Future Education – what’s more, the university program for promoting employment for international students is run by MEXT. 

“Citizens in Japan needed to think about a society where we can live together with foreigners”

“Establishing a clear route and pathway to employment is vital. Often messages can become confusing when multiple ministries are involved,” Perring noted. 

While the move is much needed for Japan’s population issues – “a decreasing amount of children” was how Ritsumeikan APU’s dean of academic affairs Serik Meirmanov described the problem in a separate PIE interview – the idea won’t be “celebrated by all parts of the population”. 

“Japan will face the same challenges that other countries face with increasing numbers of international students and foreign workers,” Perring pointed out.

“But it strikes me that the recent policy announcements are actually very novel in the world of higher education where there is a real need for skilled qualified workers in certain areas. 

“Japan is making the first steps to reach out to international students to link them to these job opportunities,” he added.

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Higher education institutions in the UK hosting students from China, Malaysia and East Asian countries should be helping them prepare for industry skills gaps back home, a new report has suggested.

The British Council’s Preparing students for the jobs of the future in East Asia report examines how the region’s industry skills gaps are developing, and how UK universities can help “guide” their students to subjects where their home countries will eventually need their expertise.

“China reportedly lacks nearly 30 million skilled workers, even as higher education enrolments and youth unemployment levels are at all time highs,” the report says.

“Workers of the future need to possess three types of skills to thrive in the modern workplace: Core skills, soft skills, and digital skills,” it continues.

“China reportedly lacks nearly 30 million skilled workers”

One key recommendations lies in developing East Asian students’ lifelong learning and soft skills – in the hopes that this adaptability will serve them better getting jobs in the future.

The other driver behind a shift in employment areas comes from an inevitability of AI. The report noted that 77% of China’s jobs at this time are at risk of falling victim to automation “one day”. Demand for employees with AI skills outstrips supply by a ratio of 10:1, it adds.

“Automation is most likely to displace workers with skills that can be done by a machine, but there will always be a need for higher-order thinking skills, managerial skills, and of course technology-related skills to operate the machines of the future,” Jazreel Goh, director Malaysia at the British Council, told The PIE News.

“One way to mitigate the problem is to ensure that students have transferable skills that will set them up for wherever the future will take them, including jobs that might not exist at all at present,” she continued, referring to the report’s recommendation to teach students more soft skills.

More immediately, China’s “more persistent” skills gaps lie in industries where “time taken to build expertise in the given role” – high-tech manufacturing in robotics and electric vehicles, banking workers specialising in digital solutions, even 3D design.

Healthcare is beginning to be needed more and more due to a rapidly “ageing population” in China.

Digitalisation is a prominent need in the Malaysian jobs market, where the need for workers with skills even just in Microsoft Office in IT jobs is rising fast – and more digital-facing jobs in healthcare including ​​radiographers, lab technicians and R&D scientists are needing more people.

Other East Asian countries see most of their skills gaps in the service industries – banking officers, healthcare assistants, desktop support engineers and and store management and finance roles need filling.

In terms of healthcare, it has been notable that East Asians come to the UK to work – the Philippines is the third largest nationality in the NHS – but when it comes to education, more do tend to return to their home countries to begin working in that sector, or return home after a short stay.

“Whilst there has been positive take up of the new Graduate Route that doesn’t necessarily mean that they will all stay in the UK long-term – working in the UK for a couple of years before returning to their home country is probably even better from a development perspective, because the graduates gain valuable experience that can help their home countries,” Goh noted.

So what can UK universities actually do as far as guiding students to certain degrees?

“The UK higher education sector has always been extremely strong in industry engagement and are leaders in institution-industry collaborations. This is the first step in identifying the skills and roles that employers demand in entry-level hires.

“Institutions need to both communicate more frequently with industry”

“Institutions need to both communicate more frequently with industry, but also more broadly, so as to reach different types of industries and employers in different geographic locations,” Goh explained.

She warned it isn’t only a task for career offices – academics, and even marketing and recruitment staff need to view the industry as “key stakeholder in their global engagement strategy”.

“By doing so, universities will avoid becoming too focused on the needs of only one type of employer or industry.”

Further down the line, Goh said that the skills gap could rue positive changes in how workers are selected and recruited in their home countries.

“Where a skills gap exists in other countries, we would expect wages to rise, and career prospects to improve, for graduates with relevant skills from those countries.

“That market force is often the major factor to compel many graduates to return home,” Goh concluded.

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If you could spend five minutes with anyone from the international education sector, who would it be and what would you ask them? Introducing The PIE’s latest series, Five Minutes With… where we speak to leaders from across the sector and ask them all the big questions.

Hailing from Kazakhstan, Serik Meirmanov made his way into the Japanese higher education sector and cemented his work at the centre of Ritsumeikan Asia Pacific University in Beppu’s international education strategy. A graduate from a Japanese university himself, his experiences as an international student influence his job every day. After a busy NAFSA, he chatted to The PIE. 

What was your first job in international education?

My first job was at Ritsumeikan Asia Pacific University, where I am now. I started as associate professor for the public health management graduate program. I’m now dean of academic affairs at the same institution.

What do you like most about your job?

While being a dean of academic affairs comes along with a lot of responsibilities and challenges, it gives a sense of fulfilment and contribution to shape the educational experience for students, and provide opportunities for the professional growth of faculty members.

If you had a magic wand, what would you change?

If I had a magic wand, I would make it so that every person in need has a magic wand. In other words, I mostly just wish that in societies around the world, each vulnerable individual – especially children – would have equal opportunities, such as access to education and good healthcare.

 What are your top five priorities?

I think… fairness in decision making; respect for the other people’s opinions and empathy; continuous self-development – mental, spiritual, and physical; meaningful relationships with family and friends; and positive attitude and resilience.

Best work trip?

We did a field trip with students, where they performed surveys for their program research, in the UK.  It was great to see how Japanese language base students utilise their English and research skills in communicating with locals in London.

“Maintaining attractiveness for students is one of the most important issues”

How did you discover the international education sector?

An international education program allowed me, after graduating from the University in Kazakhstan, to go and gain a PhD degree in Japan. This experience helped me realise the benefits of an international education. Since then, my interest has evolved into research and now, through the nature of my work, I am directly involved in the process of promoting international education at our university.

One student’s life changing story?

It’s a real circle of life. One of my students, during my lectures, became interested in health science and chose a career in healthcare. She went to medical school, completed her PhD and gained experience at another university, and now she will be teaching the same subject in the same lecture hall that influenced her career.

Biggest challenge to your profession?

Navigating the higher education in Japan is probably the biggest challenge, due to the decreasing number of children; the country is experiencing a period of increasing competition. Therefore, maintaining attractiveness for students is one of the most important issues.

What is the best international education conference and why?

For us, the international collaboration provided by NAFSA, EAIE and APAIE is key. They are conferences that really provide a platform for experts from higher education institutions to communicate about internationalisation and students’ mobility.

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Since India announced it will open its doors to foreign universities wishing to set up offshore campuses, higher education institutions have jumped at the chance to establish operations in the world’s most populous country. 

Australia’s Wollongong and Deakin universities are expected to be the first to begin teaching Indian students at the country’s Gujarat International Finance Tec City, also known as GIFT City.  

“It was kind of a no-brainer,” said Ashley Tanks, executive director (global) at the University of Wollongong, speaking at The PIE Live Australia in July. “I think a lot of us were probably sitting waiting for the Indian government to make this announcement.”

Over 98,000 Indian students were studying in Australia in May 2023, second in numbers only to Chinese students.

“Clearly India has the student demand for an Australian education,” said Tanks.

Wollongong’s deal with GIFT City, first announced in March 2023, will see the Australian university establish a teaching and research location either in partnership or on a stand-alone basis. 

Deakin University also announced its plans to invest AUS $4 million to develop a branch campus in the financial services centre.

But launching operations in a new market comes with challenges and often complex regulations.

Foreign institutions hoping to set up in GIFT City have to apply via the International Financial Services Authority and submit detailed plans covering everything from infrastructure proposals to financial capabilities. 

“India is so unknown for us,” Tanks said. “Even just getting through the initial application with IFSCA, it was complex. We were changing constantly, always trying to understand what it was that Gujarat wanted for GIFT City.”

The finance and business hub has been a work-in-progress since 2007 when it was first envisioned as a state-of-the-art business district, designed to rival the likes of Hong Kong, Singapore and Canary Wharf in London.

Construction of the final phase of the city is still ongoing and India is keen to attract foreign investment to the new zone. 

“The vision is to create a world class finance and IT zone for India to provide services not only to India but to the entire world,” prime minister Narendra Modi is quoted as saying on the city’s website. 

“There’s a lot of governance involved”

To support the region’s development, foreign institutions must offer courses in topics including financial management, engineering, maths and fintech. 

“The process, it’s hard,” Tanks said. “There’s a lot of governance involved, a lot. And it’s an all hands on deck exercise.”

Wollongong’s courses will focus on finance, business and STEM programs.

Tanks added, “It has to be both ways. We must deliver the Wollongong brand, the higher education standards for Australia and that doesn’t bend. But we also have to know what the market wants. And so figuring that out, that’s the hard part.”

The university already operates branch campuses in Dubai, Hong Kong and Malaysia. 

“The experience of maintaining multiple overseas campuses assisted the university with establishing the processes and getting licence approvals in India,” a Wollongong spokesperson said. 

“Our presence will also complement one of GIFT City’s objectives, to establish itself as an international educational hub catering to both Indian and foreign students.”  

The University’s vice chancellor, Patricia Davidson, visited India in May 2023 to finalise licence arrangements for the GIFT City teaching base, and met with Modi during the visit. 

Australia and India signed a mobility deal in the same month to support the flow of students and researchers between the two countries, following an agreement earlier in the year focused on the mutual recognition of qualifications. 

“These high-level engagements and the recognition by national leaders of the benefits to both countries of strengthening our education partnerships have been enormously helpful in advancing our plans for a teaching base in GIFT City,” the university spokesperson said. 

While the date of Wollongong’s formal opening in India is yet to be confirmed, other universities are likely to be watching closely at how successfully foreign institutions navigate India’s uncharted waters.

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The rise in the number of Bhutanese students moving to Australia is a result of pent-up demand following the pandemic, say recruiters working in the region.

Australian immigration granted 5,523 student visas to Bhutanese nationals outside of the country in 2022, compared to 344 the previous year.

In 2019/20, before the pandemic, 1,447 student visas were granted to Bhutanese people.

After India, Australia is the destination of choice for Bhutanese students. In comparison, only 300 Bhutanese students were study in Canada and 40 in the UK in 2021/22.

With a population of just over 777,000, Bhutan’s government is thought to be concerned about an exodus of skilled workers and students from the country.

But while a high unemployment rate in Bhutan is driving some young people to look for opportunities elsewhere, education agents say most of the growth is down to the lifting of travel restrictions after the pandemic.

“Bhutan cannot supply that many students”

“Let’s not get too excited that 6,000 students are coming from Bhutan. Bhutan cannot supply that many students,” said Ravi Lochan Singh, managing director at Global Reach, speaking at The PIE Live Australia in July.

Bhutan was one of the last countries in Asia to reopen its borders for international travel in July 2022. During the pandemic, IELTS and other English language exams were also suspended, creating an additional barrier for those hoping to study abroad.

Singh described the growth over the past two years as “a kind of sandbagging effect”.

“How long will it be sustained? I really don’t know,” he added.

Abul Hasnat, regional director for Bangladesh, Bhutan and Nepal at Navitas, told The PIE News, “We are dealing with almost three years [of] graduates who couldn’t travel due to lockdown.”

Australia’s appeal in Bhutan is in part due to historic political relationships between the two countries, with Australia providing aid and support for training the country’s civil servants at the end of the 20th century.

When Bhutan transitioned to a democracy in 2007, four cabinet members, including the prime minister, had been educated in Australia.

But recruiting students from Bhutan is not straightforward, Lochan Singh warned.

As well as a daily tourist levy making visiting expensive, education agents are also tightly regulated. According to AgentBee, the government recently warned the public against working with unlicensed education agents.

“Right now they have put a moratorium on the number of agents that the country can have because they’ve already got quite a few the last many years,” said Lochan Singh.

Those who do study abroad are different from typical international students in Australia.

The average age to get married in Bhutan is between 23-24 years, meaning many students bring dependants, who are included in student visa numbers.

And, unlike other international student populations, Bhutanese students have not typically migrated to Sydney and Melbourne.

“Bhutanese students do not like to explore new locations unless they have some Bhutanese communities in [the] same location. They mainly choose Perth and Brisbane due to referrals from Bhutanese communities out there,” said Hasnat.

While the Bhutanese government is encouraging students to return to the country after studying abroad, Hasnat said some students are keen to stay in Australia.

“There are mixed plans of students,” he said. “There are good numbers of students who are planning for migration due to the post Covid economic situation in Bhutan.

“We have implemented additional compliance checks to ensure we are recruiting genuine students.”

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