Tag: International Students

  • UK unveils new international education strategy

    UK unveils new international education strategy

    • Government aims to grow education exports to £40 billion per year by 2030, growth to come from TNE, ELT, skills and edtech
    • New strategy removes targets on international student numbers with focus on sustainable recruitment
    • Ministerial group known as the Education Sector Action Group (ESAG) to work with sector to deliver action plans tackling key concerns and identifying partnership opportunities

    The long-awaited document marks the first new UK international education strategy (IES) since 2019, which at the time revealed goals to grow international student numbers by 30% by 2030. Education is already one of the UK’s most important exports, bolstering the economy by £32bn per year, with the IES building on 2019’s stated ambition to grow its export value to £35 bn.

    However, after a post-pandemic boom, with international student numbers in the UK reaching 732,285 in 2023/24, the government has moved away from targetting increased enrolments, instead making clear that growth should come from areas such as English language training (ELT), transnational education (TNE) and edtech sectors – worth some £560m, £3bn and £3.89bn in exports respectively.

    The revamped IES outlines three main priorities for UK international education; to grow education exports to a collective $40bn per year, oversee sustainable overseas student recruitment and amplify the UK’s international standing through education – including a focus on cutting red tape for TNE partnerships abroad.

    Elsewhere, the government is drawing on expertise from the international education sector through a reformed ministerial group known as the Education Sector Action Group (ESAG) – a collective tasked with tackling key concerns and identifying partnership opportunities, as well as smoothing the path towards international alliances.

    Each representative will develop an action plan drawing on how its members will support the IES’s three main goals to be published within the first 100 days of their accession to ESAG. As yet it is unclear who will be included in the group.

    Meanwhile, Sir Steve Smith will stay on as the UK’s international education champion, with a remit to “remove barriers to education partnerships” by continuing to engage with India, Indonesia, Nigeria, Saudi Arabia and Vietnam. Sir Steve is also looking into opportunities in “emerging economies” such as Brazil, Mexico, and Pakistan, the IES said.

    By expanding overseas, our universities, colleges and education providers can diversify income, strengthen global partnerships and give millions more access to a world-class UK education on their doorstep, all whilst boosting growth at home
    Bridget Phillipson, education secretary

    The document also signals the publication of more specific strategy documents in the future, including a Soft Power Strategy outlining plans to grow the UK’s global influence through its education, sports, science, governance, development and tech sectors.

    Expanding the UK’s soft power abroad is a key part of the IES, which recognises the power in education as a way to position the country as “a place of learning, openness, research and innovation – building life‐long alliances and deepening trust in the UK”.

    Education secretary Bridget Phillipson said that supporting international partnerships would help institutions to “diversity and strengthen their business models”.

    “By expanding overseas, our universities, colleges and education providers can diversify income, strengthen global partnerships and give millions more access to a world-class UK education on their doorstep, all whilst boosting growth at home,” she added.

    Minister for Trade Chris Bryant branded education exports as a “major UK success story”.

    “We’re on track grow the sector to £40 billion by 2030, powered by world leading providers driving digital learning, AI enabled innovation and future skills development,” he said. 

    Malcolm Press, president of Universities UK welcomed the new document, saying it “signals a renewed commitment to fostering the global reach, reputation and impact of our universities”.

    This is a breaking news story. Check back for updates on this emerging story…

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  • Emirates Aviation University graduates to feed directly into aviation industry

    Emirates Aviation University graduates to feed directly into aviation industry

    The graduates were conferred by His Highness Sheikh Ahmed bin Saeed Al Maktoum, chairman and chief executive of Emirates Airline and Group, and chancellor of EAU. Addressing the ceremony, he highlighted the growing importance of digitally skilled professionals as the sector undergoes rapid transformation.

    Held at the EAU campus in Dubai, the latest cohort brings the university’s total number of graduates to more than 26,500 – with the institution reporting a 94% employability rate, underlining its role in supporting the aviation industry’s evolving talent pipeline.

    “As the industry enters a new era driven by digital transformation and innovation, the next generation of talent will play a defining role in charting its course,” said Sheikh Ahmed bin Saeed Al Maktoum.

    “The graduates of EAU embody this momentum in the industry. They are equipped with the insight, resilience, and ambition needed to navigate an increasingly complex global landscape. Their achievements reflect our commitment to supporting an industry that remains vital to the world’s progress and prosperity. We extend our warmest congratulations to this exceptional cohort as they begin their journey into the future of aviation.”

    The ceremony was attended by senior Emirates Group executives, EAU leadership and faculty, alongside graduates’ families and guests, as graduating students celebrated their completion of undergraduate and postgraduate degrees across aviation management, aeronautical engineering, aircraft maintenance engineering, logistics and supply chain management, aviation safety and security, and other key disciplines that support the aviation ecosystem.

    The graduates of EAU embody this momentum in the industry. They are equipped with the insight, resilience, and ambition needed to navigate an increasingly complex global landscape
    His Highness Sheikh Ahmed bin Saeed Al Maktoum, Emirates Airline and Group

    “This year’s graduating class reflects the depth of talent nurtured at EAU,” stated Professor Ahmad Al Ali, vice chancellor of EAU.

    “Our programs are developed in close alignment with the evolving needs of the aviation and technology sectors, ensuring our students graduate with industry‑relevant expertise and a forward‑looking mindset,” he added.

    In addition, as part of the Emirates Group, EAU integrates industry exposure into its academic model. In 2025 alone, the Group trained 130 EAU interns, while more than 3,000 students have completed placements at Emirates and dnata over the years, gaining practical industry experience alongside their studies.

    Of the 379 graduates, 296 completed bachelor’s degrees and 83 completed postgraduate qualifications. The cohort included 121 UAE nationalists, with 28 engineering students fully sponsored by Emirates Engineering. 20 students were recognised for outstanding academic performance across disciplines.

    EAU also highlighted its emphasis on experiential learning, with students presenting engineering and artificial intelligence projects through the NextGen Leaders Program and Dubai Airshow 2025, offering exposure at one of the world’s leading aerospace events.

    Founded in 1991, EAU is the education arm of the Emirates Group. It has established itself as the leading university for aviation studies in the region.

    The university offers a comprehensive range of undergraduate, postgraduate, and research programmes in aeronautical engineering, aviation management, logistics and supply management, AI & data science, aviation safety, and aviation security studies. EAU also provides a one-semester internship programme with the Emirates Group for undergraduate students.

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  • key headlines from East and Southeast Asia

    key headlines from East and Southeast Asia

    From China’s TNE reforms, to Japan’s internationalisation push, East Asia is in the midst of a drive to attract more international students. Meanwhile, Southeast Asian countries are deepening higher education links with the UK and Australia while seeking to attract international students themselves.

    Here’s The PIE’s pick of the biggest international education stories of the region from the year that’s just gone.

    1. Universities across ASEAN join forces to strengthen HE collaboration and partnerships

    At the ASEAN Universities Exhibition and Forum 2025, which brought together universities from across Southeast Asia, more than 10 collaborations were signed between ASEAN institutions, highlighting growing regional cooperation in higher education. The forum also emphasised a collective commitment to strengthening Asia’s position as a “rising contender” to the traditional big four study destinations.

    Key announcements included the soft launch of the ASEAN Global Exchange for Mobility & Scholarship (ASEAN GEMS) platform and the launch of the ASEAN Student Mobility Program in collaboration with Universiti Utara Malaysia and 13 Malaysian universities, with transnational education being underscored as a “key pillar” of the region’s higher education future.

    2. East Asian countries view internationalisation as key to sustaining regional economic growth

    In 2025, most East Asian countries were clear that international students and intra-regional mobility are key to sustaining strong economic growth. The “Asian tigers” — Hong Kong, South Korea, Taiwan and Singapore — have been central to this shift, with places like Hong Kong actively diversifying their student body to include learners from India, Nigeria, Indonesia, Saudi Arabia, Afghanistan and other emerging markets.

    While enrolments from East Asia to UK universities remain steady, rising price sensitivity and expanding regional options are reshaping student flows. At the same time, uneven wage growth across East Asia has coincided with student mobility within the region growing faster between 2013 and 2020 than mobility to major English-speaking destinations.

    3. Malaysia’s rise as Asia’s “belle of the ball” for international students

    The Southeast Asian country has seen a 26% rise in international applications over the past two years and has set a target of hosting 250,000 international students by 2030.

    With the majority of applications coming from China, India, Indonesia, Bangladesh and Pakistan, the Malaysian government announced plans last year to introduce a centralised system aimed at streamlining international student admissions, alongside collaboration with source countries to ensure a “smooth and secure” process.

    Moreover, Malaysia is seeking to grow recruitment from Central Asia and Africa, though the planned introduction of a 6% service tax on private education services for non-Malaysian students has raised concerns about the destination’s long-term attractiveness.

    4. Chinese student demand softens for the Big Four, especially the US

    A July 2025 webinar confirmed what many had long suspected: China is no longer the “easy goldmine” it once was. Chinese students are increasingly opting for alternatives closer to home, with countries like the US and Canada seeing notable declines in Chinese enrolments, while destinations such as the UK, Australia and New Zealand have shown opposite trends.

    This shift comes as China issued warnings to its student nationals in April last year to exercise caution when planning to study in certain US states following the passage of Ohio’s higher education bill, which restricts Chinese partnerships.

    At the same time, the Trump administration pledged to “aggressively revoke” visas for Chinese students with links to the Chinese Communist Party or those studying in “critical fields”, although the President has since defended Chinese students as an important part of the US higher education system on separate occasions.

    5. China aims to expand TNE enrolments from 800,000 to eight million within a decade

    In 2025, China’s education ministry announced a series of updates to its TNE policy during a briefing for international diplomatic missions, as part of efforts to scale up TNE enrolments nationwide.

    The revised framework eases several restrictions, including removing the 1,200-student enrolment cap previously applied to joint education institutes and programmes. It also expands flexibility beyond the traditional 4+0 model to include 3+1 and other blended formats that allow students to spend part of their studies overseas, while enabling institutions to submit multiple applications within a single approval cycle.

    Against this backdrop, a Universities Australia delegation led by chair Carolyn Evans and supported by CEO Luke Sheehy visited Shenzhen and Beijing in October 2025 to renew partnerships in education, research and innovation, with the aim of deepening cooperation in areas critical to both countries, including clean energy, advanced manufacturing, health and technology.

    6. Japan moves to increase international students and researchers

    Japan’s Ministry of Education (MEXT) is planning to raise enrolment caps at select institutions to boost international student numbers.

    Under the proposals, some universities, junior colleges and technical colleges would be allowed to exceed their enrolment limits by up to 5% from the next academic year, starting in April 2026. The move forms part of the government’s push to meet its target of attracting 400,000 international students by 2033.

    In parallel, Japan has launched a new program aimed at attracting overseas researchers to 11 institutions as it seeks to position itself as a world-class research hub. Led by MEXT, the initiative will see ¥3.3bn allocated across the universities to support researchers over the next three years.

    7. South Korea hits 300k international student goal two years ahead of schedule

    International student enrolments in South Korea surpassed 300,000 for the first time in August 2025, according to government immigration data, with more than a third of students coming from Vietnam. Chinese students made up 28% of the total, followed by smaller cohorts from Uzbekistan, Mongolia and Nepal.

    The growth has been driven largely by government policy, particularly the launch of the “Study Korea 300K” initiative in 2023, which aimed to reach the target by 2027.

    Measures under the strategy included easing financial requirements for D-2 student visas, expanding permitted working hours during study, extending post-study job-seeking periods, and stepping up recruitment in Southeast and Central Asia. Universities were also given greater flexibility to introduce English-taught programmes and strengthen student support.

    However, challenges remain, with experts pointing to a lack of clear pathways linking international students to employers. Students and the labour market remain largely disconnected, even as around 90% of international students hope to stay and work in South Korea after graduation.

    8. China rolls out K visa in bid to attract international talent

    Effective since October 1, the K visa is open to international youths with undergraduate or STEM degrees from leading domestic and global research institutions, as well as early-career professionals engaged in education and research in STEM fields.

    The visa is designed to offer greater convenience through multiple entries, longer validity, and extended stay durations, while also facilitating exchanges and collaboration across education, science, technology, culture, business, and entrepreneurship, with applications assessed based on age, education, and work experience rather than requiring sponsorship from a local enterprise.

    The move comes amid declining interest in pursuing artificial intelligence degrees in the US, alongside growing interest in studying AI in China. The K visa is being seen as a significant step in China’s efforts to attract young international science and technology talent and challenge US technological leadership.

    9. Monash opens second Malaysia campus amid Australia’s Southeast Asia push

    Monash University Malaysia will partner with TRX City, developer of Kuala Lumpur’s Tun Razak Exchange, to deliver its RM2.8 billion (USD $1bn) investment in a new campus aimed at deepening engagement in the ASEAN region.

    Scheduled to open in 2032, the campus will eventually accommodate 22,500 students and 1,700 staff, featuring cutting-edge research centres in energy transition, health, AI, and data science.

    The move aligns with Invested: Australia’s Southeast Asia Economic Strategy to 2040, which seeks to strengthen ties between Australia and Southeast Asia across education, agriculture, and resources.

    10. TOEIC cheating in Japan raises questions about paper-based test delivery

    Japan cancelled 803 TOEIC scores following a student’s arrest for cheating, prompting a review of tests taken since May 2023.

    The testing company said maintaining the integrity and fairness of its assessments is a top priority, with security measures described as “multilayered” and “regionally adaptive”.

    11. China and Japan warn students about safety in each other’s countries

    Last year, China and Japan issued safety warnings for students amid rising diplomatic tensions. China’s Ministry of Education cited “social unrest” and increasing crimes against Chinese nationals in Japan, while Japan advised its citizens in China, particularly students, to exercise extra caution and said it was working to ensure their safety.

    The warnings followed Japanese PM Sanae Takaichi’s statement that any Chinese military action against Taiwan could threaten Japan’s survival, prompting Beijing to call the remarks “brazenly provocative”.

    With over 123,000 Chinese students in Japan and more than 10,000 Japanese students in China as of May 2024, both countries are now expected to see a decline in student enrolments.

    12. First UK-Australia university campus opens in Indonesia

    The Deakin Lancaster Indonesia University (DLI) campus, first announced in January 2024, officially opened in Bandung, West Java, on February 26, 2025.

    The campus represents the first UK-Australian transnational education (TNE) partnership in Indonesia, allowing students to complete dual undergraduate degrees from Deakin University and Lancaster University without leaving the country.

    13. Vietnam’s growing international education strategy and UK partnership gain traction

    Vietnam aims to increase international students from 0.5% to 1.5% of enrolments and improve the global standing of its universities, targeting top-500 positions worldwide and top-200 in Asia. The government’s 2030 strategy focuses on advancing education, science, research, and innovation, with a vision extending to 2045.

    Separately, Vietnam is opening its doors to UK institutions to establish branches and expand operations, as the country positions itself as an emerging hub for international education.

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  • 85 million international students by 2030, QS data predicts

    85 million international students by 2030, QS data predicts

    Despite headwinds that have affected the four biggest study destinations over the past year, “push factors” such as lack of capacity in higher education in major sending markets will mean that the future of international education will continue to be relatively stable – and tens of millions of students will continue to study abroad in the future.

    That was the message from QS’s Andrew Plant and Selma Toohey at the organisation’s Reimagine conference in London. Using data from QS’s Global Stream Flows project, which tracks current market data and predicts future trends, they showed the relative resilience of the market over time.

    “Everyone should know they’re in a safe sector – that things will continue to be on the up, if you believe [the data],” said Toohey, senior vice president, university services at QS, outlining that there will be some 85 million international students by 2030.

    “It doesn’t always feel like it, does it?” added Plant, QS director, UK and Ireland. “It feels like we’re always dealing with a crisis, but actually we’re in a pretty good industry.”

    However, he acknowledged that there is “potentially more volatility” in destinations such as the US, Argentina and Russia at the moment as factors such as geopolitical or financial instability come home to roost.

    Similarly, in the UK, Brexit and the pandemic have hampered growth in recent years.

    I want you to imagine international education as a chess court. Every move, every political shift, they change the shape of the game
    Andrew Plant, QS

    “I want you to imagine international education as a chess court. Every move, every political shift, they change the shape of the game,” said Plant. “The question we need to be asking ourselves is, are we predicting those moves or are we just reacting to the moves we weren’t expecting?”

    Looking at broader market trends, Toohey pointed out that Nigeria – a major sending country – has around 2 million students looking for a university place, but only a maximum capacity to offer 600,000 places across its roughly 200 universities.

    “They often do regional flows so you’ll see Nigerians go into places like Ghana, but then they have their own capacity problems, or they go out to the big four or more and more the longer 14,” she said, referring to the larger group of major study destinations over and above the biggest markets in the US, the UK, Canada and Australia.

    There is a similar situation in India, which Toohey said would have to open 14 new universities a week to keep up with its target enrolment ratio – driving the influx of TNE interest in the country as well as making India one of the biggest sending countries in the world.

    “The population is so large and more and more Indians have access or want to have access to higher education,” she explained.

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  • The European international education stories you should know from 2025

    The European international education stories you should know from 2025

    1. Denmark tightens restrictions on international students

    In late September, news broke that Denmark – a growing educational destination – was taking steps to make it harder for international applicants to study at Danish universities. The policy would impose stricter academic entry requirements, restrictions on spouses, national reviews of forged documents, and shorter post-study work permits for third-country students in response to rising concerns over fears education is being used as a back door into the Danish labour market. This was The PIE News’s most-read story of the year, showing rising interest in Denmark as a study destination.

    2. The UK’s education secretary issues a warm welcome to international students

    After years of increasingly restrictive polices affecting the international education sector, many stakeholders welcomed a new Labour government, led by Prime Minister Keir Starmer, that seemed to be rolling out the welcome mat for international students. Education secretary Bridget Phillipson released a video message addressing students thinking of choosing the UK as their study destination, reassuring them that the country is “a wonderful and safe place to study”.

    3. The UK ushers in a levy on international student fees

    Under the immigration white paper, a road map outlining the UK’s plans to control immigration, the Starmer government laid out plans to introduce a tax on international student fees. An announcement in the Autumn budget released more details; a £925-per-international-student flat fee for institutions in England with more than 220 overseas students. While it’s widely understood that the controversial policy was designed to help the higher education sector prove the value of international education – with the cash raised from the levy set to go towards domestic maintenance grants – critics have aired concerns that overseas students could be put off from studying in the UK if the levy is passed on in higher fees.

    4. UK Graduate Route condensed by six months

    In another major development for the UK sector in 2025, the international white paper introduced plans to shorten the Graduate Route – originally set at two years – to just 18 months. The condensed post-graduate work stream will come into effect in January 2027.

    5. Capping student numbers would lose the Netherlands serious money

    The Netherlands has long been a popular destination for international students – offering value for money and many programs taught in English. But the international education sector in the country is facing its fair share of headwinds, including right-wing politicians’ attempts to curb overseas enrolments. But research shows that capping international students at just five of the Netherlands’ universities could cause countrywide losses of up to €5bn – an eye-watering number that should leave policymakers thinking twice.

    6. Germany’s international students return eightfold investment

    Another major European study destination, Germany has been steadily rising in popularity over the past few years. But while students are flocking to the country, local communities can expect benefits in return. Research from the German Academic Exchange Service (DAAD) shows that international students in Germany contribute eight times more to public budgets than the amount the government spends on them.

    7. Rising international student numbers in Malta

    A rising ELT hub, Malta is also attracting its fair share of international students in higher education due to its friendly locals, proximity to mainland Europe, balmy climate and attractive post-graduate opportunities. This is showing up in the growing number of higher education international enrolments, with this number shooting up by more than a quarter in just one year between 2022/23 and 2023/24, according to data from the country’s National Statistics Office.

    8. French institutions cash in on US policy turmoil

    With the US – traditionally the most sought-after study destination in the world – facing significant challenges with Donald Trump back in the White House, other countries are seeing an influx of students looking for alternative places to study. Some, like France, are actively positioning themselves as an attractive alternative. The country has also introduced a new fellowship for American students, launched in anticipation of the 250th anniversary of the American Declaration of Independence.

    9. International students flock to Ireland as Celtic Tiger roars

    Ireland is fast becoming a regional hub for international education, as the largest English-speaking country still in the EU following Brexit. International students are flocking to the country in their droves, leading the the inaugural PIE Live Ireland being held in Dublin this October – at which Ireland’s higher education minister gave a video address welcoming international students.

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  • Who’s helping UK unis open their Indian campuses?

    Who’s helping UK unis open their Indian campuses?

    India is becoming the next transnational education (TNE) hotspot, with nine top UK universities having announced plans to open overseas branch campuses out there. Earlier this year, the University of Southampton became the first of this new tranche of campuses to open its doors, with several others close behind.

    As the TNE boom continues, several universities have revealed the independent providers that are helping them set up their campuses in India. Meanwhile, other providers have expressed an interest in this space.

    Here’s our list of who’s working with who.

    Who’s opening a campus in India?

    Nine UK universities have confirmed they are joining the TNE scramble in India. They are:

    1. The University of Southampton
    2. The University of Liverpool
    3. The University of York
    4. The University of Aberdeen
    5. The University of Bristol
    6. Coventry University
    7. The University of Surrey
    8. Lancaster University
    9. Queen’s University Belfast

    Who are they working with?

    Oxford International Education Group (OIEG) – Southampton has confirmed it worked with OIEG in setting up its campus in Gurugram, which opened earlier this year. OIEG provided the financial backing and the professional services needed to set up the campus

    India Business Group – Another provider assisting Southampton on the ground, India Business Group is providing the university with strategic support.

    Emeritus and Daskalos – The University of York has confirmed it is working with the edtech platform Emeritus to set up its Mumbai campus. Working alongside Emeritius is Daskalos – a new venture from Atul Khosla, the founder and vice-chancellor of Shoolini University, as confirmed by Khosla in a LinkedIn post. Khosla has said Emeritus and Daskalos’s partners include “three Russell Group Universities, one of the oldest universities of the world, a top tier US university and a leading Australian university”.

    Khosla has also confirmed on LinkedIn that Daskalos and Emeritus are working with the University of Liverpool on its Bengaluru campus, as well as the University of Bristol on its Mumbai campus. Meanwhile, it appears that the University of Aberdeen may be another institution working with the duo, with a job posting advertising an Emeritus job at the university.

    Study World – The education infrastructure company Study World is working with Coventry on its GIFT City campus, according to local news reports. The company’s group chief operating officer Kate Gerrard is quoted as saying: “Study World has over two decades of experience in delivering a wide range of educational services in partnership with leading international universities around the world. This association with Coventry University in India will be highly beneficial for students in India and the wider region.”

    GUS Global Services – The University of Surrey has confirmed it it is working with GUS Global Services, with GUS leading on strategic support services such as Indian student enrolment support, advice on the local market and campus and operational management.

    For their part, Lancaster University and Queens University Belfast have remained tight lipped on which providers – if any – they are working with as they explore setting up campuses in India.

    Which other providers could be eyeing up opportunities?

    GEDU Global Education – the UK-headquartered company has already invested in several campuses in GIFT City, making it a prime provider to step in and help institutions set up overseas branches in India.

    UniQuad – an arm of ECA, which has previously partnered with UK universities to run overseas campuses and other TNE projects, UniQuad is a new division with a specific goal of introducing university partners to India’s evolving educational landscape, meaning it’s well placed to help in this area.

    Amity – the private Indian provider is already working with major British institutions – such as Queen Mary University of London – on program articulation arrangements in India, as well as having MoUs with others on things like joint research and dual degrees. Could it be looking to expand into new ventures?

    British Council – while the British Council isn’t a private provider, it is a key strategic enabler for institutions looking to set up in India. It can help with policy dialogue and advocacy, support through the UK Universities in India Alliance, as well as providing market intelligence, helping institutions decide which partners are right for them.

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  • India and the world – co-creating the future of global education

    India and the world – co-creating the future of global education

    For much of the past few decades, global higher education’s engagement with India followed a narrow script. India was the source of students; institutions elsewhere were the destination. Success was measured in enrolments and mobility flows.

    That framing is no longer adequate – nor is it aligned with the scale of the challenges and opportunities now facing the world. The coming decade will be shaped by ageing populations, rapid technological disruption and the green transition, creating a global talent challenge. At this moment, India stands out as the world’s youngest and most dynamic talent nation – and by 2030, one in five global workers is projected to be Indian.

    If global progress on artificial intelligence, climate and sustainability, healthcare, inclusive growth and productivity is to be meaningful, India and the world must work together – not through transactional pipelines, but through deeper collaboration between education, industry and governments.

    India is not only a key driver of international student mobility; it is increasingly the talent engine of the world. Yet many international engagements with India remain fragmented. MoUs are signed without delivery pathways. Recruitment activity is often disconnected from research, innovation, skills and employability. What is missing is not ambition, but shared infrastructure: platforms that bring universities, domestic and international, together with policymakers, employers, innovators and students to design solutions – not just discuss them.

    The next phase of global engagement with India will be defined by mutually beneficial, equitable co-creation

    The next phase of global engagement with India will be defined by mutually beneficial, equitable co-creation.

    This requires moving beyond “India as a market” to “India as a partner” – and engaging India as a federal ecosystem in which states are decisive actors in shaping education, research, industry collaboration and workforce strategy. Tamil Nadu exemplifies this shift.

    Long recognised as India’s leading state for higher education, research and industry integration, Tamil Nadu is now advancing a next-generation model for global collaboration through Knowledge City – India’s first integrated global education district. Designed as a full ecosystem rather than a standalone campus, Knowledge City is planned as an 870-acre, purpose-built education, research and innovation district with universities and research at its core, co-located with industry clusters and supported by plug-and-play infrastructure for global institutions.

    The significance is not branding; it is architecture. Knowledge City enables joint degrees, transnational education delivery, applied research hubs, innovation clusters and skills pathways that are inherently industry-aligned. It is designed to make academic–industry collaboration the default rather than the exception, and to convert education into workforce and innovation outcomes at scale.

    This moment also demands a different kind of convening infrastructure. Not conferences as showcases, but platforms built to translate intent into execution – where governments, domestic and international universities, employers, innovators and student communities can align on priorities and progress. This includes structured engagement through B2B exhibitions, curated G2G, G2B and B2B dealrooms, and focused dialogues that enable partnerships to move from discussion to delivery.

    For those holding responsibility across education, skills, talent and innovation – including ministers and policymakers; vice-chancellors and senior academics; international directors and employability leaders; CEOs, investors; innovators; global employers and talent platforms; testing and credentialing bodies, think tanks and foundations – this conversation is now critical to shaping the decade ahead.

    The focus is not only internationalisation and transnational education – though those remain central. It also spans the domains where universities are now system actors: AI and future learning, climate and sustainability, healthcare, creative economies, diversity and inclusion, academic-industry collaboration, employability and entrepreneurship, and the role of universities in nation-building. These are not “themes”; they are national and global imperatives.

    A delivery-oriented platform should therefore be judged by outcomes. The most serious convenings are those that build the partnerships and systems required for the decade ahead: aligning education with future skills and workforce demand; strengthening sustainable transnational education models; building ethical, student-centred mobility frameworks; developing global communities of practice; providing data and intelligence for decision-making; and co-creating Knowledge City as a living global education lab for research, education and innovation partnerships.

    It is in this spirit that the inaugural India Global Education Summit (IGES) will take place on January 2026 28-29, co-organised by the government of Tamil Nadu and NISAU. The invitation is intentionally inclusive: to Indian institutions and stakeholders shaping India’s domestic education and skills future, and to international partners seeking equitable collaboration with India at scale.

    Registration is complimentary for academic institutions and universities, ensuring broad participation across the global higher education community. For those shaping education, skills, talent and innovation strategies, this is an opportunity to move from conversation to co-creation.

    Registration details are available at educationsummit.global.

    About the author: Sanam Arora is founder and chair of NISAU (National Indian Students and Alumni Union UK) and convenor of the India Global Education Summit.

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  • Is North America’s scramble for TNE over?

    Is North America’s scramble for TNE over?

    Jason E. Lane is one of the founders of the Cross-Border Education Research Team, which has been monitoring the transnational education (TNE) sector since 2010. According to its data, the United States is the top player – it has 97 overseas campuses. In comparison, Canada fields just eight.

    Opening a satellite location is not for the faint of heart. TNE often requires significant financial investments, which can evaporate if the school fails to attract students or runs into political trouble in the host country.

    “There are a range of challenges,” Lane said. “These include maintaining the quality of teaching and offering the types of educational experiences that are available on the main campus.”

    Some top American schools, including Harvard and Princeton, have declined to pursue the TNE model, instead relying on partnerships to build their international profiles.

    While America remains the leader, Australia, with a population of just 27 million people, punches far above its weight, with 24 satellite campuses.

    “Australia has a long history of being internationally engaged,” Lane said. “They looked at their own slowly growing population base and decided to expand overseas. It’s part of a longer term strategy of internationalisation.”

    There are a range of challenges… These include maintaining the quality of teaching and offering the types of educational experiences that are available on the main campus
    Jason E. Lane, Cross-Border Research Team

    Recently, some universities have backtracked on their commitment to foreign campuses. Last year, Texas A&M University announced that it was closing its 20-year-old campus in Qatar to focus on its core work in the United States. Board chair Bill Mahomes said the school “did not necessarily need a campus infrastructure 8,000 miles away to support education and research collaboration”.

    In August, the University of Calgary shuttered its Qatar site after providing training to local learners there for many years. It provided no reason for the decision and did not respond to a request for more information.

    For David Robinson, the executive director of the Canadian Association of University Teachers, the answer is clear: “In the end, as Calgary’s experience shows, I think branch campuses have largely turned out to be a failed business model.”

    Robinson said the association had “for many years” raised concerns about institutions setting up campuses in parts of the world where academic freedom might not be upheld or respected in the same way as it would in Canada.

    Academic freedom worries are also prevalent in the US, Lane told The PIE News. “A lot of US campuses have gotten into establishing foreign campuses while wanting guarantees of academic freedom. But those countries may have different definitions of academic freedom.”

    Overseas campuses serve a wide range of students. In some cases, especially in the Middle East, satellites enrol only local or regional learners.

    Queen’s University in Kingston, Ontario, has had a site at a castle in England for 30 years; many of the students attending are on a semester or year abroad from the Canadian campus.

    Others leverage their overseas satellites to attract attendees from across the globe. Webster University, based in St. Louis, Missouri, has operations in several locations, including Geneva.

    It offers a seamless transition between taking courses there and at the US campus. The Swiss school draws students from many countries; diverse classes prepare students to work with people from a wide variety of backgrounds.

    New campuses are now reflecting shifts in the global geopolitical alignment, Lane says. After Hungary tilted to the right and fell into the Russia-China orbit, Fudan University of Shanghai opened a satellite in that country.

    With its growing population and improving economic development, Africa is increasingly viewed as a potential market. Currently, universities from the United States, United Kingdom, France and Netherlands have satellites on the African continent.

    The post Is North America’s scramble for TNE over? appeared first on The PIE News.

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  • Wales stands firm against international fee levy, minister says

    Wales stands firm against international fee levy, minister says

    During a a visit to the University of South Wales’s (USW) Pontypridd campus, Wales’s minister for further an higher education Vikki Howells reaffirmed that the country will not introduce the levy – details of which were set out in last week’s Autumn Budget.

    Instead, Howells reiterated that international students coming to Wales would find a warm welcome. “We want to send a clear message that Wales is open, inclusive, and committed to providing an outstanding student experience,” she said after the visit.

    “International students are an integral part of our higher education community. They not only boost our economy but also bring cultural diversity and global outlooks that benefit all of us. Wales is proud to be a place where students from around the world feel welcome and supported,” said Howells.

    We want to send a clear message that Wales is open, inclusive, and committed to providing an outstanding student experience
    Vikki Howells, member of the Senedd

    Louise Bright, USW’s pro vice-chancellor for enterprise engagement and partnership, added: “Our international students contribute enormously to the life of our universities and of Wales. Their skills, insights and experiences help us create a stronger, more outward-looking and connected nation.”

    Universities Wales said the move underscored the Welsh government’s commitment to supporting international education in Wales.

    It comes just a weeks after Howells recorded a video for international students assuring them that they would find “a place where you’ll truly belong” if they chose Wales as a study destination. The country has been positioning itself as a regional hub for international education – with interest in studying in Wales rising most sharply in Indian and American students.

    According to HESA data, Wales was home to some 27,795 international students in the 2023/24 academic year, with most of those coming from non-EU countries.

    The University of South Wales had the most, with 6,635 international students, followed by Cardiff University with 6,480 and Swansea University with 4,780.

    The international student levy – which will come into force in England in 2028 – has been controversial, with stakeholders warning that it could severely impact international enrolments.

    Large metropolitan universities stand to lose the most money from the policy, which will see a £925-per-student flat fee for all institutions in England with more than 220 international students. The cash raised will be used to fund domestic maintenance grants.

    According to the latest available HESA data, University College London would have to pay the most money – over £25 million – followed by the University of Manchester and the University of Hertfordshire.

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  • International students missing out under US Early Decision system

    International students missing out under US Early Decision system

    Stakeholders are worried about the Early Decision (ED) system – where students apply early to their first-choice institution and, if admitted, are required to commit to attending. Although admission is not guaranteed, the common practice is that students must ‘lock in’ once accepted and withdraw all other applications, even in different countries.

    But with rising visa denials in Donald Trump’s United States, fears are rising that international students could be at an unfair disadvantage.

    Education consultant Elisabeth Marksteiner, pointed out that even if a student applies for a visa as soon as they have been accepted by an institution, they could be denied in late August, with the semester due to start in early September

    “Suddenly the student has no live applications anywhere in the entire world. There is no plan B – the whole point about ED is it takes out all insurance, effectively,” she told The PIE News.

    “There are some countries where we know it can be 11 months to get a visa appointment… there is no way that you are going to make it.”

    Advice from the National Association for College Admission Counseling (NACAC) on ED was updated in August to make it more specific and transparent for parents and school counselors alike.

    “The updates aim to ensure applicants, parents/guardians, and counselors fully understand the implications of an ED commitment under various possible scenarios,” it said.

    The practice has become a popular way for institutions to gauge their enrolment numbers ahead of time. And according to Marksteiner, enforcing binding ED agreements is a low-stakes approach for elite institutions – even if it means some international students won’t be able to take up their place.

    “The people who are most using ED are the ones at the top of the pile. They will always be able to fill their class,” she said.

    The people who are most using ED are the ones at the top of the pile. They will always be able to fill their class
    Elisabeth Marksteiner, education consultant

    ED offers often use complicated wording and “legalese” that, according to Marksteiner, can leave parents and high schoolers feeling uneasy.

    “It seems to me that we have lost effectively our moral compass in holding ED agreements in the way that we do,” she explained.

    In September, Tulane made headlines after it slapped Colorado Academy with a one-year ban on ED applications after one of its students allegedly pulled out of an offer.

    However, some institutions are changing their policies to make sure than non-US applicants do not have to withdraw their applications from other parts of the world.

    Visa delays have been a persistent problem for US higher education institutions under the second Trump administration – part of an “escalating cascade” of attacks on international students, according to an address by Presidents’ Alliance CEO Miriam Feldblum at this week’s PIE Live North America conference in Chicago.

    Since taking office for the second time, President Trump has imposed a travel ban on 19 countries, enforced an immigration crackdown that has affected thousands of international students and suspended visa interviews across the world for several weeks – a move whose effects are still being felt.

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