Tag: sparks

  • Govt. data error sparks doubt over US international enrolments

    Govt. data error sparks doubt over US international enrolments

    The reliability of federal datasets is under scrutiny after an error was identified on the Student and Exchange Visitor Information System (SEVIS) website that appeared to show stagnating international student numbers from August 2024 to the present.  

    The error, brought to The PIE News’s attention by EnglishUSA, casts doubt on recent headlines and media reports about declining international student enrolments in the US, with SEVIS data appearing to show an enrolment decline of 11% between March 2024 and March 2025.  

    “Starting in August 2024, the data appears to be duplicated month after month, with flatlined totals for students on F and M visas. These figures show virtually no fluctuation during a period when natural enrolment shifts would be expected,” explained EnglishUSA executive director, Cheryl Delk-Le Good.  

    “This irregularity comes at a time of heightened concern within the field, particularly as educators and administrators manage the fallout from widespread SEVIS terminations and the resulting confusion around visa status for international students,” added Delk-Le Good.  

    The US Department of Homeland Security (DHS), which runs SEVIS, was alerted to the error on April 14 and said it was “working to resolve the issue”.  

    As of April 25, the dataset has not been updated, and DHS has not responded to The PIE’s request for comment.  

    US International Trade Administration. Market Diversification Tool for International Education. 2023. Retrieved: April 11, 2025.

    Notably, the inaccuracies begin in August 2024 and span both US administrations, suggesting “a computer glitch rather than an intentional act,” said Mark Algren – interim director of the Applied English Center at the University of Kansas and a contributor to EnglishUSA’s data initiatives – who noticed the anomaly.  

    However, Algren added that he had “no idea why someone didn’t catch it,” with the considerable timeframe of the glitch likely to hamper confidence in federal datasets that are relied on by institutions and that ensure transparency in the system.  

    Total F&M visa holders in the US: 

    Month  Total F&M  Change from previous month 
    August 24   1,091,134  -59,822 
    September 24   1,091,137  +3 
    October 24  1,091,141  +4 
    November 24  1,091,144  +3 
    January 25  1,091,142  -2 
    February 25  1,091,155  +13 
    March 25  1,091,161  +11 
    Source: SEVIS

    It is important to note that each monthly dataset recorded by SEVIS is a snapshot of a given day that month, and the drop recorded in August 2024 (which is considered the last accurate figure) could have been taken before many students arrived for the fall academic term.  

    For this reason, “it’s hard to say that an August report is representative of the following fall term,” said Algren, with the true figures yet to be seen.  

    At the start of the 2024/25 academic year, IIE’s fall snapshot reported a 3% rise in international student enrolment, building on sustained growth over the last three years. 

    Despite recent uncertainty in the US caused by the current administration’s recent attacks on higher education, the period of SEVIS’ misreporting represents an earlier timeframe before the impact of Trump’s policies came into effect.  

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  • ‘The gatekeepers’: Trump’s action on accreditation sparks concerns over government intrusion

    ‘The gatekeepers’: Trump’s action on accreditation sparks concerns over government intrusion

    Dive Brief:

    • Some higher education experts slammed President Donald Trump’s executive order aiming to reshape the accreditation system, raising warnings about government intrusion into academic matters, while the accreditation sector defended its work. 
    • The president took aim at accreditor criteria related to diversity and equity while calling for new requirements of what he called “intellectual diversity” in faculty. He also called on U.S. Secretary Linda McMahon to “resume recognizing new accreditors to increase competition and accountability.” 
    • The order was part of a bevy of higher education-related executive orders that Trump signed late Wednesday night affecting different aspects of the sector, including workforce development and historically Black colleges.

    Dive Insight:

     In his order on accreditation, Trump decried the quality-control bodies as “the gatekeepers that decide which colleges and universities American students can spend the more than $100 billion in Federal student loans and Pell Grants dispersed each year.”

    He accused the organizations of having “failed in this responsibility to students, families, and American taxpayers,” and also of having “abused their enormous authority.”

    In the order, Trump launched into a 350-word castigation of accreditors’ diversity, equity and inclusion criteria. 

    He specifically named the Liaison Committee on Medical Education, which accredits medical programs, and the American Bar Association’s Council of the Section of Legal Education and Admissions to the Bar, which accredits law schools. 

    The ABA is suing the U.S. Department of Justice over allegations the department canceled federal grants as retaliation for the association “taking positions the current Administration disfavors,” including its diversity requirements. 

    “Federal recognition will not be provided to accreditors engaging in unlawful discrimination in violation of Federal law,” Trump said in the order, without specifying which DEI criteria and laws may come in conflict.

    Trump also directed McMahon to hold accreditors “accountable” by denying, monitoring, suspending or terminating of accreditation powers for those who “fail to meet the applicable recognition criteria or otherwise violate Federal law.” 

    His order specifically mandates that accreditors require institutions to use program data on student outcomes “without reference to race, ethnicity, or sex.”

    Other elements of the order would smooth the path for federal recognition of new accreditors.

    The order also includes a provision directing McMahon to ensure “institutions support and appropriately prioritize intellectual diversity amongst faculty in order to advance academic freedom, intellectual inquiry, and student learning.”

    Trump also issued executive orders Wednesday on workforce development, artificial intelligence, foreign funding reporting requirements for colleges, and historically Black colleges and universities.

    Trump’s accreditation order drew a fierce rebuke from the American Association of University Professors, among others.

    Accreditors have been “important mechanisms for ensuring that academic institutions are accessible and inclusive, and provide high-quality education for all students,” the faculty group said in a statement Wednesday. 

    It added, “This executive order, however, uses the administration’s cruel and absurdist weaponization of antidiscrimination and civil rights law to prevent accrediting agencies from requiring that institutions take basic steps to ensure they are accessible to and inclusive of all students.”

    AAUP President Todd Wolfson described the order’s call for “intellectual diversity” as “code for a partisan agenda that will muzzle faculty who do not espouse Trump’s ideological agenda.”

    Sameer Gadkaree, president of The Institute for College Access & Success, similarly condemned the order, saying that it “undermines the aspects of the accreditation process that are designed to protect classroom instruction from political interference.”

    Gadkaree also panned the order’s ban on using demographic data to evaluate programs, warning that without that option “accreditors — along with researchers, evaluators, and policymakers — will lack the information they need to truly assess quality.” 

    Responses from the accreditation sector were quieter, but they defended the work of accreditors.  

    Accreditor’s DEI standards are “predicated on institutions implementing such requirements in accordance with applicable state and federal laws,” the Council of Regional Accrediting Commissions said in a statement Wednesday.  

    C-RAC called for the order’s required changes to be worked out through the Education Department’s negotiated rulemaking process, which brings together higher education representatives to hash out policy details. The organization also pointed to the regulated process for removing accreditor recognition, noting, “Ultimately, concerns about accreditor recognition can be escalated to federal court.”

    The Council for Higher Education Accreditation, an industry group that both vets and advocates for accrediting bodies, issued a statement Wednesday largely describing the work, standards and innovation already in place at accreditors and institutions. 

    “Our focus is and always will be academic assurances,” said Cynthia Jackson Hammond, the organization’s president. “CHEA-recognized accreditation organizations meet those standards.”

    She closed by saying, “The independence of the accreditation process is essential in order to preserve and protect the integrity of quality assurance in higher education.”

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  • UK-Egypt mission sparks new era of higher education partnerships

    UK-Egypt mission sparks new era of higher education partnerships

    From 16-18 February 2025, a high-level delegation from the UK visited Egyptian universities: Ain Shams University, and European Universities in Egypt (EUE); with a planned visit to New Cairo Technological University, to explore possible collaborations between the two countries.

    “Over the course of three enriching days, the education team in Egypt led a higher education mission that was launched in the New Administrative Capital, under the patronage of the Minister of Higher Education through the Supreme Council of Universities and the Egyptian Bureau for Cultural and Educational Affairs in London in collaboration with the British Council in Egypt, and the support of the British Embassy,” Heba ElZein, director of education at the British Council in Egypt told The PIE.

    The delegation comprised representatives from prestigious UK universities, including Sheffield Hallam University, Loughborough University, the University of Essex, the University of East Anglia, the University of Exeter, and the University of Chester.

    Universities UK International representatives were also in attendance, with Anouf El-Daher, policy officer for Africa and Middle East at UUKi, presenting at the British Embassy in Cairo and British Council Egypt, highlighting the value of international collaboration and the potential for long-term, mutually beneficial, EU-Egypt education relationships.

    “Over three days, we visited higher education institutions across Egypt, gaining valuable insights into the local landscape and exploring opportunities for deeper collaboration. This mission allowed us to engage with key stakeholders, understand the evolving higher education landscape in Egypt, and witness the impact of UK-Egypt partnerships firsthand,” a LinkedIn post from UUKi read.

    Over the course of three enriching days, the education team in Egypt led a higher education mission that was launched in the New Administrative Capital
    Heba ElZein, British Council

    The mission offered numerous networking opportunities, as well as joint meetings for Egyptian universities wishing to cooperate and discuss opportunities with their British counterparts.

    The delegation’s primary focus was to foster academic exchange, establish international university branch campus opportunities, and strengthen research collaborations. One of the most significant outcomes of the visit was the signing of multiple Memorandums of Understanding (MoUs) between UK and Egyptian universities.

    During that high-profile participation, three MoUs were signed between the University of Essex and Ain Shams University, the University of East Anglia and Ain Shams University, and the University of Sheffield Hallam and the British University in Egypt.

    These agreements are expected to facilitate joint programs, faculty exchanges, and shared research initiatives in the coming years.

    Students in Egypt show a strong interest in TNE as the UK-affiliated programs offer tuition fees from £800 to £13,500, depending on the partnership model. And due to economic and currency challenges, Egyptians are increasingly likely to opt to study in Egypt on a TNE model, as well as inbound students to the country, primarily from Malaysia, Indonesia, Thailand, Nigeria, and Iraq.

    Thus, with a population of around 111 million, and a youthful median age of 24.3, Egypt leads the MENA region in TNE enrolments with 27,865 students in 2022-2023, making it the 5th largest UK TNE host country globally.

    Egypt has emerged as a leading host of UK transnational education students in the MENA region, and the UK remains Egypt’s largest partner in higher education.

    This delegation’s visit is part of a broader initiative to further deepen these ties and provide Egyptian students with greater access to high-quality British education.

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  • This week in 5 numbers: Education Department’s DEI crackdown sparks outcry

    This week in 5 numbers: Education Department’s DEI crackdown sparks outcry

    We’re rounding up recent stories, from a letter attempting to prohibit colleges’ diversity initiatives to an analysis of graduates’ earnings over time. 

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  • Cancellation of Education Department research contracts sparks concerns

    Cancellation of Education Department research contracts sparks concerns

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    Dive Brief:

    • The U.S. Department of Education abruptly canceled about $881 million in multiyear research contracts on Monday, sparking a storm of protest from groups concerned about a loss of data accuracy and the dissemination of evidence-based practices.
    • The temporary Department of Government Efficiency, led by billionaire Elon Musk, said the contracts terminated by the Education Department’s Institute of Educational Sciences include 29 related to diversity, equity and inclusion that total $101 million. 
    • Activities involving the National Assessment of Educational Progress, the College Scorecard and the College Navigator were not impacted by the cancellations, a department spokesperson said in an email.

    Dive Insight:

    In total, 89 IES contracts worth nearly $900 million were canceled, according to DOGE and the Education Department. The Education Department did not respond to a request for a list of the canceled contracts or provide a reason for the terminations.

    President Donald Trump has pledged to eliminate the Education Department, although that action would need congressional approval. As a first step, Trump is expected to issue an executive order in the near future limiting the department’s power and responsibilities. 

    Last month, the Education Department said it had “removed or archived” hundreds of DEI-related outward-facing documents — including guidance, reports and training materials — to comply with Trump’s executive order to end federal DEI activities. The Education Department also recently put employees charged with leading DEI efforts on paid leave.

    As the education field was attempting to better understand the reach of the canceled contracts, several individuals and organizations expressed concern.

    The “robust collection and analysis of data are essential for ensuring quality education,” according to a joint statement on Monday from the American Education Research Association and the Council of Professional Associations on Federal Statistics.

    The organizations said the contract terminations will prevent the National Center for Education Statistics from participating in international assessments and reporting data on school, college and university finances. Also concerning will be the loss of future survey data to understand the extent of teacher shortages and chronic absenteeism in schools, they said. 

    Limiting NCES’ work “will have ramifications for the accuracy of national-level data on the condition and progress of education, from early childhood through postsecondary to adult workforce,” AERA and COPAFS said. As a result,  “student learning and development will be harmed.”

    EdTrust, a nonprofit that aims to eliminate racial and economic barriers in schools, said the abrupt cancellations jeopardize “our collective responsibility to identify and address” inequities affecting populations including students from low-income families, students of color, English language learners, students with disabilities, student parents, and rural students. 

    Sameer Gadkaree, president and CEO of the Institute for College Access & Success, pointed to a risk that “core Congressional mandates — including increasing transparency and improving student outcomes through evidence-based strategies — will be delayed and may not be possible.

    “Without action, ongoing data collection efforts will be impaired and future availability of basic, up-to-date information will be at risk,” Gadkaree said in a statement Tuesday.

    But some saw the move as a restart for federal education research.

    Mark Schneider, director of the Institute of Education Sciences from 2017 to 2024 and currently a nonresident senior fellow at the American Enterprise Institute, addressed the matter during a LinkedIn conversation Tuesday with Bellwether, a nonprofit education research and analysis organization. 

    IES systems need to be re-evaluated and modernized, said Schneider, adding he wished he could have made large-scale reforms as director of IES. “Do I wish I had even a modicum of the power that that DOGE [has]? Yes, of course,” he said.

    He said the federal education research arm needs significant rebuilding by people knowledgeable about research infrastructure. 

    “I think we have to understand that this is not a tragedy. This is not a catastrophe. This is an opportunity,” said Scheider.

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  • Artificial Intelligence Sparks the Interest of Federal Policymakers – CUPA-HR

    Artificial Intelligence Sparks the Interest of Federal Policymakers – CUPA-HR

    by CUPA-HR | November 15, 2023

    A growing interest in artificial intelligence and its potential impact on the workforce has sparked action by policymakers at the federal level. As employers increasingly turn to AI to fill workforce gaps, as well as improve hiring and overall job quality, policymakers are seeking federal policies to better understand the use and development of the technology. Recent policies include an executive order from the Biden administration and a Senate committee hearing on AI, both of which are detailed below.

    Executive Order on AI Use and Deployment

    On October 30, the Biden Administration released an executive order delineating the “Safe, Secure, and Trustworthy Development and Use of Artificial Intelligence.” The order urges responsible AI deployment that satisfies workforce development needs and ethical considerations.

    The executive order directs several agency heads to issue guidance and regulations to address the use and deployment of AI and other technologies in several policy areas. Some orders of particular interest to higher education HR include:

    • The secretary of labor is directed to submit a report analyzing ways agencies can support workers who may be displaced by AI.
    • The secretaries of labor, education and commerce are directed to expand education and training opportunities to provide pathways to careers related to AI.
    • The secretary of labor is ordered to publish principles and best practices for employers to help mitigate harmful impacts and maximize potential benefits of AI as it relates to employees’ well-being.
    • The secretary of labor is directed to issue guidance clarifying that employers using AI to monitor employees’ work are required to comply with protections that ensure workers are compensated for hours worked as defined under the Fair Labor Standards Act.
    • The secretary of labor is directed to publish guidance for federal contractors on nondiscrimination in hiring practices that involve the use of AI and other technology.
    • The director of the National Science Foundation is directed to “prioritize available resources to support AI-related education and AI-related workforce development through existing programs.”
    • The secretary of education is ordered to develop resources and guidance regarding AI, including resources addressing “safe, responsible and nondiscriminatory uses of AI in education.”
    • The secretary of state is ordered to establish a program to “identify and attract top talent in AI and other critical and emerging technologies at universities [and] research institutions” and “to increase connections with that talent to educate them on opportunities and resources for research and employment in the United States.”
    • The secretary of homeland security is directed to continue its rulemaking process to modernize the H-1B program and to consider a rulemaking that would ease the process of adjusting noncitizens’ status to lawful permanent resident status if they are experts in AI and other emerging technologies.

    The executive order directs the agency heads to produce their respective guidance and resources within the next year. As these policies and resources begin to roll out, CUPA-HR will keep members updated on any new obligations or requirements related to AI.

    Senate HELP Committee Hearing on AI and the Future of Work

    On October 31, 2023 the Senate Employment and Workplace Safety Subcommittee held a hearing titled “AI and the Future of Work: Moving Forward Together.” The hearing provided policymakers and witnesses the opportunity to discuss the use of AI as a complementary tool in the workforce to skill and reskill American workers and help them remain a valuable asset to the labor market.

    Democrats and Republicans on the committee agreed that AI has the potential to alter the workforce in positive ways but that the growth of the use of the technology needs to be supported by a framework of regulations that do not smother its potential. According to witnesses, employers using AI currently face a patchwork of state and local laws that complicate the responsible use and growth of AI technologies. They argued that a federal framework to address the safe, responsible use of AI could help employers avoid such complications and allow AI use to continue to grow.

    Democrats on the committee also asked whether education opportunities and skills-based training on AI can help provide an employment pathway for workers. Witnesses argued that AI education is needed at the elementary and secondary level to ensure future workers are equipped with the skills needed to work with AI, and that skills-based training models to reskill workers have proven successful.

    CUPA-HR will continue to track any developments in federal AI regulations and programs and will inform members of updates.



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