Speaking generally about the industry of teaching foreigners in the UK, in terms of revenue it is one of the country's most significant export sectors, second only to banking and tourism. According to a report published in September 2007, prepared by Pamela Lenton, a doctor of economics at the University of Sheffield, the education industry as a whole generates 28 billion pounds sterling per year. Of that, direct educational services account for 12.5 billion pounds. Nearly half of that sum – 5.6 billion pounds – comes from foreigners studying in British universities. Despite the fact that the annual cost of tuition and accommodation for foreigners in private boarding schools exceeds that of the university sector by an average of 3,000–5,000 pounds sterling, the profit from secondary schools is significantly lower. It amounts to 315 million pounds per year.
Teaching foreigners in vocational colleges brings in 1.2 billion pounds per year. The return from the English language teaching sector lags only slightly. Its contribution to the island economy amounts to over one billion pounds. And overall, teaching foreigners in universities, colleges, secondary schools, and language centers provides the country with an economic effect of 8.5 billion pounds.
It would seem, why would such a powerful industry as teaching English to foreigners need to conduct additional promotional campaigns? The reason is simple – increased competition from other English-speaking countries. The USA, Canada, Australia, and New Zealand are serious rivals in attracting students from Southeast Asia and Latin America, which constitute the main flow of English learners outside their own countries.
According to LTM magazine, in 2006, Asians also predominated in language schools in the UK. They accounted for 36% of the total number of foreign students. Due to the expansion of the Eurozone, the number of students from Western and Eastern Europe increased – 31% and 14% respectively. In fourth place were Latin Americans – 9%, in fifth were residents of the Middle East – 5.5%. The fewest students came from Africa and the Pacific region – 3% and 1.5%.
As for nationalities, last year Russians studying language in the United Kingdom took eighth place (3.7%) – between the French and Germans (4.8%) and Brazilians (3.3%).
Schools also compete among themselves. And recently, transnational media and investment corporations have become actively involved in this struggle, seeing serious financial returns from acquiring language schools and merging them into chains. Thanks to the concentration of significant funds, they can conduct more aggressive marketing campaigns as well as dump prices in the foreign language learning market. Also, language schools themselves, having amassed capital over 20-30 years of operation, are buying existing educational institutions both in the UK and abroad, forming networks of language centers owned by a single proprietor.
Examples of large network organizations in the UK are OISE (annual turnover 27.3 million pounds), Embassy CES (16.7 million pounds), BELL Education Trust (14.6 million pounds), EF (11 million pounds).
To resist the onslaught of the giants, small language schools in the United Kingdom, owned and managed by a single family or being non-profit organizations, created the Quality English association. However, not every language center, being small and not part of a large chain, can become a member of this organization. The main requirements for entry are quality teaching and constant support for students throughout their entire stay at the school. This means that the school regularly conducts surveys of students and agents working with it on the quality of teaching and satisfaction with accommodation, school activities, and orientation in the place of residence. They are also regularly inspected by representatives of other schools for the use of the latest teaching developments and lesson attendance.
Despite a large number of applicants, Quality English includes 12 out of 140 language centers in the UK, as well as a number of schools from Ireland, New Zealand, Canada, South Africa, Malta, and even Bosnia, Poland, and Turkey. In London, we visited two of the four schools belonging to the association. Language centers located in Eastbourne, Brighton, and Bournemouth are also members of Quality English.
The visit to Excel English schools coincided with an orientation session for newly arrived students. Using a specially designed brochure, they were familiarized with the school itself (where things are, who to contact in various situations, lesson start times, etc.), rules of conduct (for example, not attracting squirrels into the school building) and accommodation (no calls on the home phone, only with a card). They also explained how, when, and which mode of transport to use, which travel passes are most economical, and who to call in case of emergency.
A separate page is devoted to norms of behavior in British society, among which the most violated by foreign students are non-observance of the "right to personal space" and the "queue rule". The British are accustomed to maintaining a distance of 0.5 meters between speakers. And a queue for them is something sacred. They stand in lines willingly, so they really dislike when someone, without understanding, tries to cut ahead – jumping the queue is not acceptable.
Before visiting Excel English, it seemed that there were no unkempt English parks in London (models for park ensembles around the world). But at Excel English we saw a real forest, albeit a small one, with virgin trees where squirrels jump. The school staff said they have even seen foxes on the premises. "A big city school in a rural style" is the most accurate description of Excel English. That is probably why they developed a special course "English and English Gardening," which is popular among students who want to create something like an English garden at home.
Of course, the area where Excel English is located—Muswell Hill—is at a certain distance from the city center, and you need to take the metro and bus to get to the school. But the picturesque area and its relaxing, calm atmosphere more than compensate for this drawback. Another important plus is that many host families are within walking distance from the school.
If Excel English is in Zone 3 of north London, then Wimbledon School of English is located the same distance from the center of the British capital, but to the south. From the Wimbledon metro station, it is a five-minute leisurely walk to the school. This place is very popular for living among Londoners with above-average incomes.
The dominant feature of the area is the world-famous Wimbledon tennis courts. An undoubted plus for students at this school is free tennis lessons. This is possible because the school is a member of the Wimbledon Tennis Association.
Everyone knows that London is not a cheap city. Therefore, during our meetings, representatives of both schools tried to dispel this stereotype. And they partly succeeded. Of course, accommodation is more expensive here, and the cost of the courses themselves is higher than in other cities of the country. But at the same time, many of the world’s most famous museums and art galleries are open for free in London. These include the British Museum, the Natural History Museum, the Museum of London, the National Gallery, and the Tate Gallery. If you are a music lover but cannot afford a ticket, you can listen to jazz and classical music in the foyers of concert halls, where musicians play for free before the concert begins. Every month, various processions and carnivals take place in the city, because London is very cosmopolitan.
Language schools interested in attracting students (at least Excel English and Wimbledon School) provide newly arrived students with a full package of information about what can be visited for free, where to buy things and food cheaper. And already enrolled students are regularly informed about free events held in the city. Also, for those who would like to see the country, school representatives recommend cheaper accommodation options and organize group trips, which provide significant discounts.
Interesting data from a study conducted by the Royal Bank of Scotland on which city in the UK is the most economical to live in. As it turned out, the most affordable city for students among 27 university cities in the UK is Leeds.
The study took into account costs for rent, food, textbooks, cinema and club visits, expenses for essential items (toiletries, laundry, etc.), phone bills, and fees for university services. In addition, they considered the possibility of part-time work during studies and the average student salary. The average weekly expenses for students living in Leeds were £186. At the same time, they earn about £128 per week. Students in Nottingham spend £211 and earn £78.4.
The list of 27 cities ranked by student living costs is as follows: Leeds, Brighton, Dundee, London, Liverpool, Leicester, Birmingham, Glasgow, Bristol, Newcastle, Sheffield, Coventry, Cambridge, St Andrews, Manchester, Cardiff, Durham, Aberdeen, Belfast, Canterbury, York, Bath, Edinburgh, Oxford, Lancaster, Southampton, Nottingham. London's fourth place in the list of the most economical cities for living is explained by the fact that students in the capital earn more than in other cities of the country—£146.10. Students earn the least in Lancaster—£70.10.
Survey data show that two out of five students (41%) regularly work part-time. The most such students are in Belfast and Dundee—61%. The average student employment is 15.6 hours per week. Overall, student salaries in the UK grew slightly faster than rent and living costs.
The study estimates that across the country, British students spend £10.3 billion annually on housing and household expenses, of which £3.9 billion is rent, £1 billion on food from supermarkets, £730 million on entertainment, £315 million on textbooks, and £240 million on musical instruments and CDs.
Andrei Shuiskii.
Parta.org