Demand for English Language Services in India and China

8/19/2019 Demand for English Language Services in India and China

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April 2009

Demand for English Language

Services in India and China


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Outline

Objectives & methodology 3

Main findings – India 6 – Methodology 7 – Overview of the market 1 – !he market among learners"#otential learners $% – !he market among nglish lang'age teachers %( – !he market among major em#loyers () – *'mmary & Im#lications 6)

Main findings – +hina 73 – Methodology 7% – Overview of the market 77

– !he market among learners"#otential learners ,$ – !he market among nglish lang'age teachers 113 – !he market among major em#loyers 1$( – *'mmary & Im#lications 13$


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3

Objectives & methodology


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4

Research objectivesesearch re!uired "o provide !uan"i"a"ive da"a on mar#e" "rends and developmen"s in "he

demand for$ and provision of$ all #inds of English language services in India and China – And "o up%da"e previous research conduc"ed in "he "&o mar#e"s in 200' and 200(

Specific !ues"ions "ha" need ans&ering include) – *ho &an"s "o learn English$ and ho& does "his mar#e" segmen"+

– *ha" are "he #e, drivers of demand+

– *ha" #inds of English language services are re!uired+

– -o& much is curren"l, .eing spen" on "hese services and ho& is "his forecas" "o change over "he ne/"

%10 ,ears+ – In &ha" &a, do percep"ions of$ and demand for$ English compare &i"h o"her #inds of English eg

American$ indigenous varian"s5+

6his &ill .e used "o inform s"ra"egic decision%ma#ing ., EL providers in rela"ion "o) – 7usiness oppor"uni"ies in India and China

– ecrui"men" of s"uden"s for EL6 in "he


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-esk research .'antitative researchwith ad'lts"#arentslearners and #otential

learners

.'alitative research withmajor em#loyers

.'alitative researchwith teachers

Meeting the objectives


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Main findings - India


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Methodology - India

uali"a"ive research) – In%dep"h in"ervie&s$ conduc"ed face%"o%face

– Each in"ervie& up "o 30 minu"es long

– in"ervie&s &i"h English language "eachers$ mi/ of schools:universi"ies

– in"ervie&s &i"h leading emplo,ers$ - Direc"or level or e!uivalen"$ mi/of na"ional companies serving "he domes"ic mar#e" onl, and "hose &hoare ;going glo.al


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Methodology – India - cont

uan"i"a"ive research) – ace%"o%face in"ervie&s

– Each in"ervie& up "o 20 minu"es long

– 200 in"ervie&s$ 0 each &i"h adul" learners$ po"en"ial adul" learners$paren"s of ,oung learners and paren"s of po"en"ial ,oung learners

– Delhi and 7angalore$ 1'%24 April 2009

Comparisons also made &i"h !uan"i"a"ive research conduc"ed .,I> 7 in 200( – EL6 Audience Segmen"s repor")

– >i/ of self%comple"ion &i"h in"ervie&er presen"$ and face%"o%facein"ervie&s appro/ 80B self%comple"ion5

– ' 8 in"ervie&s &i"h "eachers:professors

– 0 in"ervie&s &i"h es"a.lishmen"s

– epor" da"ed >arch 200(


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Desk research sources - IndiaEnglish Language 6eaching Audience Segmen"s in India Sri Lan#a and "heirSuppor" e!uiremen"s$ I> 7 In"erna"ional$ >arch 200( revious research 5

CLSA Asia% acific >ar#e"s epor" 200(h""p)::&&& scri.d com:doc: 324(08:CLSA%Indian%Educa"ion%Indus"r,%Surve,5

Angel 7ro#ing &&& angel.ro#ing com5

6he In"erne" and >o.ile Associa"ion of India IA>AI5 &&& iamai in5

?a"ional Ins"i"u"e of inance Accoun"s ?I A5 &&& nifaindia com5

I> 7 In"erna"ional &&& imr.in" com5

6he Associa"ed Cham.ers of Commerce and Indus"r, of India ASS@C-A>5 &&& assocham org 5

6he Cons"i"u"ion of India &&& commonlii org5

?II6 &&& nii" com5

7usiness*ee# &&& .usiness&ee# com 5

http://www.iamai.in/http://www.nifaindia.com/http://www.imrbint.com/http://www.assocham.org/http://www.commonlii.org/http://www.commonlii.org/http://www.assocham.org/http://www.imrbint.com/http://www.nifaindia.com/http://www.iamai.in/


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Overview of the market - India


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arge and growing market

India


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Majority of !nglish earning "o"ulation agedbelow #$

Es"ima"ed 320m aged %1' (Cens$s 200# - pro%ecte& to 2008)

249m s"uden"s "he English learning popula"ion5 enrolled a"primar,$ middle$ secondar, and higher educa"ional levels('epartment of &$cation)

d ll l h l


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%round '# – ' million !nglish languageteachers in India

!y#e Of *chool /'mber 0Million !otal !eachers 21 nglish !eachers 2$

rimar, 0 (( >illion H 2 28 >illion 0 (( >illion

pper rimar, 0 34 >illion H 1 '0 >illion 0 8( >illion

Secondar, 0 11 >illion

H 2 20 >illion 0 32 >illion-igher Secondar, 0 0 >illion

Total 1.38 Million

6.16 Million

1.88 Million (plusEnglish teachers inlanguage schools

etc)

College: niversi", H 1'$ 00 0 >illion %

1J Source) Depar"men" of Educa"ion$ =overnmen" of India2J I> 7 In"erna"ional es"ima"e .ased on primar, surve,

! li h f l " " i f i l


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!nglish forms a large "ro"ortion of vocationaltraining

Koca"ional "raining in India accoun"ed for SF1$38 m$

according "o CLSA And English "raining represen"s one%"hird of "his figure

Da"a Source) CLSA Asia% acific >ar#e"s 200(5


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!nglish becoming increasingly im"ortant

Service sec"or B of India


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One of major drivers is growth in I()I(!*industry

6op five I6companiesspending SF

00 million a,ear oneduca"ion and

"raining for"heiremplo,ees

>an,es"a.lishedlarge "rainingcampuses for"his

Da"a Source) ?ASSC@>


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!nglish – bridging India+s communication ga"

22 languages recognised ., "he Indian cons"i"u"ion

-indi is "he ;official< language$ .u" spo#en ., onl, 0B of "hepopula"ion ( 45 , 2008).

English is "herefore #e, for in"ernal communica"ion) – ar" of colonial legac,

– ar" of educa"ion s,s"em from school on&ards ei"her as medium ofins"ruc"ion or second language$ depending on S"a"e5

– -igh social s"a"us

– Second mos" &idel, read and spo#en language in India af"er -indi –1 B have spea#ing$ &ri"ing and reading capa.ili"ies in English

compared "o 40B for -indi ( +ational 5ea&ers ip S$r ey)

Online becoming more "o"ular but limited by


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Online becoming more o ular but limited byinternet availability

Indica"ions "ha" more popular for "hings li#e "es" prepara"ion$

"u"oring in school curriculum e"c7u" onl, 0 million people in India have in"erne" access IA>AI$200(5N

apid adop"ion of mo.ile .ased access "o "he in"erne" ma,change "his

A special repor" in 7usiness*ee# in 200' descri.ed ho& "heIndian Cellular Associa"ion forecas"s 200 million people &ill signon "o "he in"erne" &i"h "heir mo.ile phones ., 2010

N&&& in"erne"&orlds"a"s com sho&s in"erne" pene"ra"ion in India a" ' 1B in?ovem.er 200($ and (1 million users

http://www.internetworldstats.com/http://www.internetworldstats.com/


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*ome key "layers, other than ritish .ouncil

7ri"ish School of languages 7SL5)

– ounded 19'

– @ver 1 8 million s"uden"s "rained in spo#en English

– A ne"&or# of 30 s"ud, cen"res across "he coun"r,

– Ca"ers "o a .road audience % from "hose &ho do no" #no& English "o"hose &ho aim "o hone "heir English spea#ing s#ills

– *or#s in "he corpora"e "raining sec"or – Asho# Le,land$ an.a/,$ American E/press$ ? @$ Asian ain"s are some of "he clien"s

– Course fees range from s 2 00 "o s 3000


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*ome key "layers - cont

Ke"a English language "raining ins"i"u"e formerl, #no&n as

Kive#ananda Ins"i"u"e5) – ounded 19(1

– @ver 2 2 million s"uden"s "rained in spo#en English

– A ne"&or# of 200 s"ud, cen"res across "he coun"r,

– Some cen"res can accommoda"e more "han 00 s"uden"s

– Ke"a offers a ;Self "u"or< pac# for "hose learners &ho canno" access oneof i"s cen"res

– Seven main programmes$ including ;Ke"a English -olida,<

k l


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*ome key "layers - cont

-ero >indmine Ins"i"u"e ->IL5)

– ounded 2000

– rovide "raining and developmen" services "o mul"ina"ional companies$Indian 7lue Chip companies and "he =overnmen"

– ar" of SD 4 2 .n -ero =roup

– @ver 1 8 m s"uden"s "rained in spo#en English – A ne"&or# of 1 0 offices and learning cen"res across "he coun"r,

– A "eam of 200 professionals

– Clien"s include I7>$ American E/press$ 7har"i 6elecom and Converg,s

* f k "l


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*ome of key "layers - cont

Inlingua

– 300 language cen"res in 40 coun"ries

– Language cen"res are free "o shape "heir "raining programs "o sui" "helocal mar#e"

– >i/ of priva"e persons$ emplo,ees of large and small companies$

ins"i"u"ions and governmen" offices have used "heir services – Course fees range from s 8 00 "o s 10000


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(he market among learners)"otentiallearners - India

/ersonal develo"ment 0 im"roved career


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/e so a deve o e t 0 oved ca ee"ros"ects 1 key reasons for learning !nglish*hich of "hese$ if an,$ .es" descri.es ,our reasons for &an"ing "o learnEnglish:for &an"ing ,our child "o learn English+

ersonal developmen"

Improved career prospec"s

=eneral in"eres" in learning English

6o communica"e &i"h friends ino"her coun"ries

>an, Mo.s no& re!uire emplo,ees"o spea# English

7ase) All responden"s$ India 2025$ adul" learner:po"en"ial learner 1025$ paren" of curren":po"en"ial learner 1005

!o# mentions

6o mee" ne& people:ma#e "ofriends

4ll 4d'lt learners"

#otential learners

5arents of c'rrent"#otential learners


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!conomic downturn main current barrier


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!conomic downturn main current barrier

7ase) All &ho "hin# "heir li#elihood of learning English &ill decrease$ India 145

*hich of "hese "hings$ if an,$ have caused "his change+

lobal economic downt'rn 07 o't of 1%

+annot find a s'itable co'rse 03 o't of 1%

+annot find a teacher 0$ o't of 1%

-on8t know 03 o't of 1%

! ( schools most used method by adults


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2(7ase) All responden"s$ India 2025

Are ,ou curren"l, learning English : ever learn" English : in "he ne/" 2%3 ,ears "hin# ,ou are li#el, "o learn English in an, of"hese &a,s+

ar" of full "ime educa"ion course

@nline "raining course

EL6 school

6raining course provided .,,our compan,

Adul" educa"ion class

ersonal "eacher forone%"o%one "ui"ion

! ( schools most used method by adults

! ( school is "referred method for "arents


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5referred for child"ren +hild"ren c'rrently 'se

Is ,our child curren"l, s"ud,ing English in an, of "hese &a,s+*ould ,ou li#e ,our child "o s"ud, in an, of "hese &a,s+

7ase) All paren"s$ India 1005

! ( school is referred method for arents

EL6 school

@nline "raining course

@"her #ind of organisa"ion

A" school

ersonal "eacherfor one%"o%one "ui"ion

?one of "hese

2rou" tuition most used and most "referred


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5referred 9sed by c'rrent learners

!o# mentions

In &hich of "hese &a,s$ if an,$ &ould ,ou prefer ,our child5 "o learn English : are,ou:,our child curren"l, using "o learn English ou"side school5 +

;6each Oourself< guides –"e/" .oo#

@nline courses

=roup or classroom "ui"ion

;6each Oourself< guides –audio:visual

@ne%"o%one "ui"ion

7ase) referred % All responden"s$ India 2025$ Curren" – All adul" learners:paren"s of curren" learner$ India 1005

2rou tuition most used and most referred

3igh future demand for ! ( across all grou"s


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3igh future demand for ! (, across all grou s

7ase) All responden"s$ India 2025$ paren" of po"en"ial learner 05

-o& li#el, is i" "ha" ,ou:,our child &ill con"inue "o5 s"ud, English a" an English language learning ins"i"u"e in "hene/" 2%3 ,ears+

Don


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4ery high level of interest in 56 ! ( institutes

7ase) All li#el, "o s"ud, a" an EL6 Ins"i"u"e in "he ne/" 2%3 ,ears$ India 14 5

And$ in "he ne/" 2%3 ,ears$ ho& li#el, is i" "ha" ,ou:,our child &ill s"ud, English a" a English languagelearning ins"i"u"e$ assuming one &as .ased in ,our ci",+

Don


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!nglish 1 key reasons*h, do ,ou sa, ,ou:,our child &ould s"ud, a" a English language ins"i"u"e+

7e""er !uali", "eaching

-ave heard good "hings a.ou" providers from o"hers

refer "o learn English

-ave had a good e/periencein "he pas"

*ill have more credi.ili", &i"hemplo,ers

-ave a generall, posi"iveImage of "he

7ase) All li#el, "o s"ud, a" a EL6 in "he ne/" 2%3 ,ears$ India 13 5$ po"en"ial adul" learner 385$ paren" of curren" learner 315

!o# mentions

'1B of paren"s ofcurren" learners5

8B of po"en"ialadul" learners5

/rice and usefulness of 56 !nglish 1 barriers


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/rice and usefulness of 56 !nglish 1 barriers

*h, do ,ou sa, ,ou:,our child &ould no" s"ud, a" a English language ins"i"u"e+

7ase) All unli#el, "o s"ud, a" a EL6 in "he ne/" 2%3 ,ears$ India 95

!oo e;#ensive 0% o't of ,

fashioned"not innovative eno'gh

03 o't of ,


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37ase) All curren"l, no" learning English via an online course$ India 1995$adul" learner 4(5

*ere ,ou a&are "ha" i" is possi.le "o learn English online$ "ha" is using anonline course provider+

4ll 4d'lt learner

?o

Oes

Don


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g

7ase) All no" curren"l, learning English via an online course$ India 1995$ adul"learner 4( $ adul" po"en"ial learner 25$ paren" of curren" learner 495$ paren"of po"en"ial learner 05

-o& li#el, are ,ou "o consider learning English online in "he ne/" 2%3 ,ears:choosing an online English learningcourse for ,our child+

Don


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gg

*h, do ,ou sa, ,ou:,our child &ould s"ud, online+

>ore fle/i.le:convenien"

Can use mul"imediame"hods

>ore cos"%effec"ive

Environmen"all,.e""er

Can cha" online &i"hs"uden"s and "eachers

7ase) All li#el, "o s"ud, online$ India 985

!o# mentions

Main barrier is lack of s"eaking "ractice


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g

*h, do ,ou sa, ,ou:,our child &ould no" s"ud, online+

Concerns a.ou" securi",on in"erne"

@nline English !ualifica"ionsli""le credi.ili",

Li""le:no oppor"uni", "o prac"icespea#ing

Don


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y (

7ase) All curren":po"en"ial adul" learners$ India 1025

Does ,our compan, offer English language courses for emplo,ees+

I am as"uden"

Oes $

Don


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International !nglish most "o"ular, e9ce"tg t d lt l


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417ase) All responden"s$ India 2025

*hich if an, of "hese differen" ",pes of English &ould ,ou choose "o learn:for ,our child "o learn+among current adult learners

In"erna"ional English

Local form of English

English

S English

4d'lt learner 4d'lt

#otentiallearner

5arent of

c'rrentlearner

5arent of

#otentiallearner

International nglish 1$ 6 (6 (%


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Locall,

Don


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7e""er

Don


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*h, do ,ou sa, ,ou ma"erials from organisa"ions are .e""er+

7ase) All &ho "hin# ma"erials from organisa"ions are .e""er$ India 995

7e""er !uali",:more relia.le

refer English

Clearer:easier "o use

ma"erials have a .e""errepu"a"ion

-ave a generall, posi"ive

image of "he


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(he market among !nglish language

teachers: - India

C !hese findings are based on j'st ( D'alitative interviewsE so are indicative only

(eachers have little say in materials used


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u.lic sec"or) decided ., "he universi", eg

Delhi niversi",5 or school .oards egC7SE$ ICSE e"c5 – Individual "eachers have no sa,

Some do "r, "o liven up lessons ., adding

"heir o&n "hings – .u" onl, limi"ed in scope>ore advanced "echni!ues:audio visual aidse"c onl, reall, used in priva"e sec"orN

P*e ma#e "eachingaids and &e give"hem proMec"s li#e

collec"ing more

informa"ionQ

P6o ma#e i" morecrea"ive and

in"eres"ing I pic# ou""he .o, or girl and

"he, &ill read ou" in"he classQ

N Confirmed ., I> 7 200( repor" on EL6 Audience Segmen"s &hich found priva"esec"or use more advanced "eaching me"hods "han governmen" schools

Old-fashioned a""roach to teaching


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A num.er of #e, &ea#nesses iden"ified) – @u" of da"e ma"erials curriculum:need

revie&ing more fre!uen"l, "o #eep up &i"hchanges in ou"side &orld

– 6eaching me"hods "oo "radi"ional – chal# .oardN – ma#ing lessons mono"onous and .oring

– 6oo much emphasis on e/ams and no" enough

on real unders"anding and fluenc, PEven in an Englishclass$ &hen "he

"eacher spea#s$ "heina.ili", "o follo&$

unders"and$

comprehend$ "hiscons"i"u"es a.ou"'0B of "he s"uden"sQ

P6he curriculumshould change

ever, 3%4 ,ears$ ifno" ever, ,earQ

PEven "hough "he, score goodpercen"age mar#s in English$

"he, are una.le "o &ri"e

correc"l, and "he, are una.le "oe/press "hemselves in goodEnglishQ

N Confirmed ., I> 7 200( repor" on EL6 Audience Segmen"s$ (1B usechal# .oard$ "he "op me"hod

Materials need u"-dating and tailoring


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?eed for regular revie& of curriculum andcourse ma"erials)

– Commi""ee of e/per"s "eachers$ governmen"officials$ indus"r, e/per"s and e/"ernale/per"s5 "o up%da"e ma"erials regularl,

>ore "ailoring of ma"erials "o s"uden"s of

differen" a.ili"ies>ore fle/i.ili", for "eachers "o add ine/"ras "o main course &or#

PI "hin# "here should .ecolla.ora"ion &i"h

professionals Q

P6he needs are differen"R&e have s"uden"s &ho

have a.solu"el, nofounda"ion of English ,e"

"he &hole .oo# is no"geared up "o "each "hem$

and &e do havein"elligen" s"uden"sR"he"e/" doesn


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*an" more emphasis on "he .asics of "he language a" anearl, age

E/ams and assessmen" "o .e a .e""er reflec"ion of a s"uden"


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oth hard co"ies and online materials re7uired


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>a"erials availa.le on "he in"erne"par"icularl, useful for "eachers)

– >ore fle/i.le and accessi.le

7u" hard copies also re!uired fors"uden"s)

– ?o" all have in"erne" access

– Some s"uden"s don


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2

In favour)

– Involvemen" in developmen" of ma"erials &illimprove !uali", of ma"erials:#eep "hem more up%"o%da"e

– Could help in organising seminars:&or#shops fora richer learning e/perience for s"uden"s

– >us" involve in"ernal .odies as &ell "hough

Agains") – @nl, "he ins"i"u"ion i"self #no&s "he needs of i"s

s"uden"s

– Cos" – e/"ernal help is e/pensive

PIn one place ,oucanno" find so man,

e/per"s ande/per"ise in differen"s#ills 6heir coming"oge"her can help in

developing good

ma"erialsQ

PI" &ould .e .e""er ifever, college does i"

.ecause ever, classis differen" and ever,

.a"ch is differen" Q

8airly high awareness of many 56 organisations


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3

All heard of 7ri"ish Council$ 77C$ Longmans$C $ @ $ earson and >acmillan

>an, had used .oo#s ., Longmans$ C $@ $ earson and >acmillan

Almos" all a&are of IEL6S

@nl, universi",:college "eachers a&are of e/am.oards

A&are of &e.si"es$ .u" could no" name an,

?o" necessaril, de"ailed #no&ledge of &ha" is onoffer "hough

Assumed "he, provide English course andma"erials – reference ma"erials$ CDs$ casse""es e"c

P7ri"ish Council ,ou#no& flourishes in

man, coun"ries$ "he,have "he e/per"s6heir main purpose

is "o help "he"eachers$ in "raining"hem 6he, provide

"he ma"erial anddesign Q

PI &ould prefer "o ma#e use ofaudio visuals$ LCD and CDs$

especiall, 7ri"ish Council$ "he,

prepare ma"erial in English as aprimar, and secondar,

language and "ha" reall, helps Q

56 organisations associated with 7uality


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>a"erials from organisa"ions #no&n "o .erepu"a.le are seen as)

– =ood !uali",

– Dependa.le

– 6rus"&or"h,

– In line &i"h la"es" needs of "he language

P@rganisa"ions &hich are repu"a.leprove frui"fulR Oou do no" have "o&orr, a.ou" !uali", 7u" if ,ou go infor ma"erial from ano"her source ,ou

have "o .e careful Q

ut cost, access and accent can be a "roblem


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Can .e difficul" "o unders"and "heaccen" used

@nline access can also .e an issue$especiall, as mos" services need "o.e paid for

And mos" &ould li#e "o have .o"hhard and online copies of ma"erials

PI have a couple of CDsand KCDs from differen"companies .u" I find "heirlanguage is difficul" for us

"o learn 6he accen" isan issueQ

P*henever I have gone "hrough a &e.si"e I have found oneor "&o "hings come up and "hen "he res" is ,ou &ill have "opa, and "hen ge" i" So once ,ou s"ar" going deeper and

deeper in"o "he su.Mec"$ I don


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6&o ou" of "he five sa, "he, have no such oppor"uni"iesN

@"hers men"ion seminars$ &or#shops$ in"ra and in"er ins"i"u"ionmee"ings$ presen"a"ions and refresher courses

-o&ever$ even "hese no" fel" "o .e enough$ or direc"ed in "he righ"&a,

N Confirmed ., I> 7 200( repor" on EL6 Audience Segmen"s$ 30B hadnever a""ended a formal "raining programme

More and different o""ortunities re7uired


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6eachers &an") – >ore seminars and "raining sessions on

communica"ive language "raining – ie ho& .es" "o"each s"uden"s "he .asic s#ills "he, need

– 7e""er "raining in "he area of s"uden"mo"iva"ion:s"uden" ps,cholog,

– >ore on la"es" "raining "echni!ues – ideall,developed &i"h "heir par"icular ins"i"u"ion in mind

– 6raining &hich #eeps "hem up%"o%da"e &i"h "hechanging needs of a compe"i"ive &orld

– @ppor"uni"ies "o mee" coun"erpar"s in o"her

ins"i"u"ions eg in discussion forums5 – =uidance from e/per"s

P6o "rain "he "eacherin "his

communica"ivelanguage "raining5 ismos" impor"an"

.ecause having Mus"pa"ience is no"

enough Q

P6raining in "his s"uden"mo"iva"ion5 is ver,impor"an" for an,"eacher @nl, a

mo"iva"ed "eacher canmo"iva"e his:her

s"uden"s Q


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(

(he market among leading em"loyers: -

India


8or most !nglish is a key re7uirement for staff


59/137

9

>os" see English as a manda"or,language re!uiremen"$ par"icularl,)

– 6hose &i"h mos" con"ac" &i"h overseasclien"s eg call cen"res$ hospi"ali", indus"r,5

– or fron" line s"aff dealing &i"h overseasclien"s

In "hose sec"ors &here i" is par"icularl,impor"an"$ pa, is of"en lin#ed "o Englishs#ill levels

PA" "he end of "he da,,ou are &or#ing &i"h

S clien"ele Q7usiness rocess

@u"sourcing5

P6ha"


60/137

80

>os" e/pec" .asic English #no&ledge among ne& recrui"s

Ker.al communica"ions s#ills par"icularl, impor"an"N

*here English is crucial eg call cen"res5 s#ills are assessed a"recrui"men" s"age

– Koice "es"$ lis"ening "es"$ &ri""en "es"

– Accen" chec#ing a neu"ral accen" is deemed .es"5

no&ledge of "he cul"ure of o"her coun"ries is also a .enefi" for"hose dealing &i"h o"her coun"ries

PI" does no" include onl, spea#ing "ocus"omers in English$ i" also includes

connec"ing &i"h "hem emo"ionall,$s,mpa"hising Q Call cen"re5

N Confirmed ., I> 7 200( repor" on EL6 Audience Segmen"s$ 80Bimpor"ance a""ached "o communica"ion:sof" s#ills and 40B "o func"ional s#ills

/erfect !nglish in new staff usually not e9"ected


61/137

81

Ac#no&ledgemen" "ha" some "raining ma, .e re!uired "o improves#ills$ eg

– 6o correc" errors

– Improve pronuncia"ion

– Improve unders"anding of o"her cul"ures

– Improve confidence in a.ili",

– Lin# language s#ills "o re!uiremen"s of "he Mo.

>os" of "hose in"ervie&ed provide in%house "raining for relevan"s"affNU some for all s"aff

– ar"icularl, call cen"res – s"ruc"ured "raining modules$ de.a"es$ role%pla,ing$ grammar$ "elephone e"hics

P*hen "he "rainer "a#es"he "raining and "his

person hasgramma"ical issues$

some people do haveerrors$ "he "rainer helps

"hemQ e"ail5

N 6he !uan"i"a"ive research sho&s ver, fe& emplo,ees sa, "heir compan,offers EL6 "raining$ no dou." .ecause mos" &or# for smaller companies "han"hose in"ervie&ed in "he !uali"a"ive research

!nglish will become increasingly im"ortant


62/137

82

Due "o increasingl, glo.al$ compe"i"iveeconom,

Also "hin# "here &ill .e a need "ocommunica"e &i"h more non na"ivespea#ers of English % re!uiring a moreneu"ral accen"

Con"inuous improvemen" amongemplo,ees &ill .ecome more necessar, –and hence rigorous "raining$ &hich ma, orma, no" re!uire e/"ernal assis"ance$depending on needs

>ore "echnolog, driven "raining alsoan"icipa"ed

PI" is a glo.al econom,Spo#en English is ver,impor"an" no" onl, from

our o&n perspec"ive.u" "o compe"e in "his

compe"i"ive &orlde"ail5

PAnd "hrough a &e.cam and proMec"or &e

are ac"uall, using"echnolog,$ &e are

giving "raining ., voiceand accen"s of "heclien"ele So i" saves

"ime and cos" Q Call

Only "erceived challenge in ! ( is time


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83

P*e have "o ma#e "hem &or# anine hours shif" and "hen "o

ma#e "hem si" af"er a nine hoursshif" is a .i" difficul" Q

inked to this, hard co"ies "referred to online


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84

Easier for emplo,ees "o use in "heiro&n "ime eg a" home5

?o" all emplo,ees have in"erne"accessN

P-ard cop, is .e""er .ecause online&e have "o provide compu"ers

.ecause a" "he end of "he da, i" iscos" and "here is no "ime If ,ou givehard copies ,ou can si" .ac# a" home

and use "ha" .ecause ever,.od,&ould no" have a lap"op or C a"

home Q

N&&& in"erne"&orlds"a"s com sho&s in"erne" pene"ra"ion in India a" ' 1B in?ovem.er 200($ "hough of course pene"ra"ion &ill .e higher in ur.an areas

Many use own internal ! ( resources

http://www.internetworldstats.com/http://www.internetworldstats.com/


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8

6hree ou" of "he five have "heiro&n in"ernal "raining

depar"men"sN – arel, use e/"ernal providers –

onl, &hen "here is a specificneedNN

– 7elieve in house depar"men" hasa .e""er unders"anding of "heirneeds

P@ur compan, is a huge

compan,$ &e have our o&nresources$ our o&n se" up In"he rares" of rares" cases do &eac"uall, have "he need "o have

an e/"ernal source Q CallCen"re5

NI> 7 200( repor" on EL6 Audience Segmen"s >os" "es"s developed in"ernall, .,organisa"ions "hemselves

NNI> 7 200( repor" on EL6 Audience Segmen"s sugges"s use of e/"ernalconsul"an"s ra"her higher "han in our five in"ervie&s – 82B had used an e/"ernal"rainer – .u" i" ma, .e rela"ed "o "he ver, large si e and ",pe of companies "hree

*ome do use e9ternal "roviders though

6&o of "he five do


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88

6&o of he five do

Single provider used – .oo#s$ no"es$ CDs$ online lin#s and "es"s

Chosen on "he .asis ofN) – Cos" maMor role5

– Level of service

–Course ma"erial including mul"i%media5

– E/per"ise of "rainer

– Level of "rus" commi"men" sho&n

– A.ili", "o cus"omise "raining "o needs

-igh levels of sa"isfac"ion

PSomeone &ho isou"sourced is al&a,s

approacha.le and "he,

"r, "o give ,ou "he .es" Q

PAn, e/"ernal .od,has "o .e cus"omised

"o our re!uiremen"s Q

NI> 7 200( repor" on EL6 Audience Segmen"s – main fac"ors in choiceof "rainer &ere course con"en"$ presen"a"ion s#ills$ educa"ional.ac#ground$ cer"ifica"ions of "rainer and previous e/perience

ow awareness of 56 "roviders

@nl a&are of 7ri"ish CouncilN and 7ri"ish School of Languages


67/137

8'

@nl, a&are of 7ri ish CouncilN and 7ri ish School of Languages

6hough" "o offer) – Karious ",pes of course

– eference ma"erial$ CDs$ online lin#s

7u" no" much #no&n a.ou" "he offering

ercep"ion "ha" "he, are professional$ e!uipped &i"h la"es"services and "raining "echni!ues$ and &ell respec"ed

7u" also fel" "o .e e/pensive and no" "ailored "o needs oforganisa"ion

N > 7 200( repor" on EL6 Audience Segmen"s sugges"ed "ha" "he 7C has a goodrepu"a"ion for EL6 among es"a.lishmen"sU "&o%"hirds &ere &illing "o use EL6services from "he 7C


68/137

8(

*ummary & im"lications - India

*ummary & im"lications - India

Large and gro&ing mar#e" for English language services


69/137

89

Large and gro&ing mar#e for English language services

*hile "augh" in all schools$ in"ervie&s &i"h "eachers sugges" i" is

no" necessaril, "augh" ;&ell< due "o) – oor !uali",:ou" of da"e "eaching ma"erials$ old%fashioned "eaching

me"hods$ emphasis on passing "es"s ra"her "han real unders"anding

6his means "here are real oppor"uni"ies for organisa"ions "o

help "eaching of English in schools "hrough) – *or#ing &i"h universi"ies and school .oards "o improve course ma"erials

and "eaching me"hods – "o increase s"uden" mo"iva"ion and a.ili", "oappl, s#ills in "he real &orld

– @ffering "eacher "raining:professional developmen" programmes – la"es""eaching "echni!ues including in"erac"ive "echni!ues5$ communica"ivelanguage "raining$ s"uden" mo"iva"ion:ps,cholog,$ discussion forums e"c

*ummary & im"lications – India - cont

o"en"ial .arriers)


70/137

'0

o en ial .arriers) – Lo& .udge"s availa.le in pu.lic sec"or schools:among "eachers

– -igh a&areness of .odies .u" lo& a&areness of "heir offering – soneed "o .uild up "his a&areness

oor !uali", of learning in schools also means "here is a s"rongand gro&ing demand among learners$ .o"h adul"s and ,ounglearners$ for EL6 ins"i"u"es

6he posi"ive repu"a"ion of EL6 and ma"erials means organisa"ion are &ell placed "o capi"alise on "his demand

– organisa"ions:ma"erials associa"ed &i"h !uali", and high credi.ili",

o"en"ial .arriers) – Cos" – offer lo&er cos" op"ions as &ell as higher cos":!uali", op"ions+

– In"erna"ional English is preferred "o English – offer more ;in"erna"ionalEnglish< "eachers+

*ummary & im"lications – India - cont

Demand for English s#ills a" a corpora"e level is driven ., service


71/137

'1

Demand for English s#ills a a corpora e level is driven ., servicesec"or in par"icular eg gro&"h of call cen"res5

English language a.ili", "herefore commands a premium in suchsec"ors$ par"icularl, in >?Cs

In such companies$ .asic English s#ills are of"en manda"or,$"hough man, provide fur"her "raining

@ppor"uni"ies for organisa"ions "herefore lie in) – Assis"ance &i"h in%house "raining programmes "ailored "o "he

organisa"ion


72/137


73/137

'3

Main findings - .hina

Methodology - .hinauali"a"ive research)


74/137

'4

) – In%dep"h in"ervie&s$ conduc"ed face%"o%face

– Each in"ervie& up "o 30 minu"es long – in"ervie&s &i"h English language "eachers$ mi/ of schools:universi"ies

– in"ervie&s &i"h leading emplo,ers$ - Direc"or level or e!uivalen"$ mi/of na"ional companies serving "he domes"ic mar#e" onl, and "hose &hoare ;going glo.al


75/137

'

) – ace%"o%face in"ervie&s

– Each in"ervie& up "o 20 minu"es long – 200 in"ervie&s$ 0 each &i"h adul" learners$ po"en"ial adul" learners$

paren"s of ,oung learners and paren"s of po"en"ial ,oung learners

– Chengdu and uingdao$ 1(%19 April 2009

Comparisons also made &i"h !uan"i"a"ive research conduc"ed for"he 7C in 200' ., ni"ed esearch China C5 on EnglishLanguage 6eaching >ar#e"

– 1$ 3 cen"ral loca"ion "es" in"ervie&s in si/ ci"ies$ 1%18 April 200'$ adul"learners and paren"s of ,oung learners &i"h EL6 schools

– 888 "elephone in"ervie&s in si/ ci"ies$ 1 April – 9 >a, 200'$ adul"slearners and paren"s of ,oung learners

Desk research sources - .hinaepor" on English Language 6eaching >ar#e" in China ., ni"ed


76/137

'8

esearch China$ for "he 7ri"ish Council$ 200'

Social Surve, Ins"i"u"e surve, 200@nline%educa"ion$ Sep"em.er 200( &&& online%edu org5

eoplea, 200( &&& people com cn5

China Educa"ion Inves"men" Ins"i"u"e$ Decem.er 200( &&& ceif cn5

http://www.online-edu.org/http://www.people.com.cn/http://www.ceif.cn/http://www.ceif.cn/http://www.people.com.cn/http://www.online-edu.org/


77/137

''

Overview of the market - .hina

% growing marketE/per"s in 200 predic"ed an annual gro&"h ra"e of around 1 B


78/137

'(

up "o 2010

– 7ased on China


79/137

8ocus on large develo"ed cities

Chi Ed "i I " "$ 200()


80/137

(0

China Educa"ion Inves"men"$ 200() – >aMor mar#e"s for EL6 in Eas" China$ ?or"h China and Sou"h China$

par"icularl, in large developed ci"ies li#e 7eiMing$ Shanghai$ =uang hou – Demand increasing !uic#l,$ par"icularl, in more developed coas"al

areas

Market dominated by adult learners

!he #rojection of nglish learner #o#'lation between 7>%( years old


81/137

(1

in si; s'rveyed citiesE $ 7F

"o"al learners aged '%4 09nitF 1E

7eiMing 3$(14 2$ of &hom 224 8 '%1

Shanghai 2$04' ($ of &hom (8 4 '%1

=uang hou 1$ 02 1$ of &hom 124 3 '%1

Shen,ang (22 3$ of &hom 134 ' '%1

Chengdu 1$110 3$ of &hom 93 2 '%1

*uhan 902 '$ of &hom 9 '%1

!otal 1 E1,,G%E of whom 7$$G7 H7>1(

Source) China S"a"is"ical Oear.oo#s$ 200'


82/137


83/137

earning mainly done in s"are time


84/137

(4

China Educa"ion Inves"men"$ 200()

– EL6 mainl, done in learners< spare "ime – Each course usuall,)

– 4(%80 class hours over 2%4 mon"hs

– Each class hour 40% 0 minu"es

– 2%3 class hours one session

– 2 nigh"s per &ee#$ or half a da, a" &ee#ends

(hree main ty"es "rogramme in terms of cost

igh


85/137

(

ighSmall B of mar#e"

Developed ci"ies>ainl, foreign

inves"ed ins"i"u"eseg *all S"ree"5

En"r, level a"leas" 8

programmes$cos"ing around

>720$000Learners are high

income$ mainl,&hi"e collar$mid:senior

managemen"

Medi'm>ains"ream mar#e"

Developed largeand medium ci"ies@ne programme

cos"s >7 1$000 –4$000

Each class hourcos"s >7 20% 0

ains"ream mar#e"

>ainl,supplemen"ar, "oschool educa"ion

Learners are mainl,

s"uden"s@ne programmecos"s >7 100 –

00

Da"a Source) China Educa"ion Inves"men"$ 200(

Mainly traditional methods but online growing

*mall +lass Online


86/137

(8

an, online "raining

providers no& useKoice In"erac"ion6echnolog, so canprovide a ;face%"o%

face< learningenvironmen" similar

"o a real classroom

*ome of key "layers

?e& @rien"al School)


87/137

('

?e& @rien al School) – ounded 1993

– 2008 ?e& @rien"al Educa"ion and 6echnolog, =roup lis"ed on ?OSE

– Services include English and o"her foreign language "raining$ overseasand domes"ic "es" prepara"ion courses$ primar, and secondar, schooleduca"ion$ educa"ional con"en" and sof"&are and online educa"ion

– End of 200( – 41 schools$ 400 learning cen"res and 8 su.sidiaries in 39ci"ies in China

– =iven ' million "raining programmes

– 6es" prepara"ion courses are a par"icular s"reng"h – es"ima"ed "ha"

nearl, 0B of Chinese s"uden"s s"ud,ing a.road "oo# "he ?@S course – 200( – opened ( eli"e learning cen"res in 7eiMing – use mul"i%media

sof"&are D,nEd5 and aimed a" professionals and eli"e en"repreneurs


*all S"ree" Ins"i"u"e)


88/137

((

all S ree Ins i u e) – En"ered China in 2000

– 1 "raining cen"res in 7eiMing$ Shanghai$ =uang hou and Shen hen

– ocuses on EL6 "o adul"s

– >id:high end posi"ioning

– rogrammes include In"roduc"ion "o English$ English @nline andremier English

– 6arge"s civil servan"s$ managers$ and universi", s"uden"s

– -as a Corpora"e English 6raining Depar"men" and over 300 corpora"eclien"s in China


E Educa"ion)


89/137

(9

E Educa ion) – En"ered China in 1998

– 2000 – opened language schools in =uang hou and Shanghai

– Adop"s ;Communica"ive< me"hod of English "raining – encouragess"uden"s< involvemen" "hrough "al#ing and lis"ening

– >aMor programmes include comprehensive English$ "eens:#ids English$.usiness English$ prac"ical English for overseas living:s"ud,ing andIEL6S


Cra , English)


90/137

90

– Li Oang se" up "his ins"i"u"e in 1994

– @ne of mos" influen"ial in China – ea"ures a ;spea# ou"odern English< programme in coopera"ion &i"h

7eiMing 6K s"a"ion – rogramme is .roadcas" over 80 provincial 6K channels

;ill more study overseas in economic downturn<

China Educa"ion Inves"men" eople


91/137

91

China Educa ion Inves men eople


92/137

92

(he market among learners)"otentiallearners - .hina

/ersonal develo"ment key for learning !nglish*hich of "hese$ if an,$ .es" descri.es ,our reasons for &an"ing "o learnEnglish:for &an"ing ,our child "o learn English+

4ll 4d'lt learners" 5arents of c'rrent"


93/137

93

ersonal developmen"

Improved career prospec"s

=eneral in"eres" in learningEnglish

6o communica"e &i"h friends ino"her coun"ries

>an, Mo.s no& re!uire emplo,ees"o spea# English

6o ge" in"o college:universi",

7ase) All responden"s$ China 2005$ adul" learner:po"en"ial learner 1005$ paren" of learner:po"en"ial learner 1005

!o# mentions

4ll 4d lt learners#otential learners

5arents of c rrent#otential learners

$ 7 9J+ s'rveyF

5ersonal develo#ment – (7

Interested in nglish – $(

Bob reD'irement – 36

*imilar #atternE tho'gh lowerfig'res for most

Jeason > 'n#rom#tedD'estion in $ 7K

Increased "ro"ensity to learn, es"' among young

Don


94/137

94

>ore li#el,

Don< #no&$

?o real differencecompared "o 8

mon"hs ago

Less li#el,

7ase) All responden"s$ China 2005$ paren" of po"en"ial learner 05$ paren" of curren" learner 05$ adul" po"en"ial learner 05$ adul"learner 05

M'ch more likely

5arent of #otential learner 36

5arent of c'rrent learner $)

4d'lt #otential learner $$

4d'lt learner 1%

(ime more of a barrier than economic reasons*hich of "hese "hings$ if an,$ have caused "his change+


95/137

9

7ase) All &ho "hin# "heir li#elihood of learning English &ill decrease$ China 135

ave not got the time 06 o't of 13

It is not a #riority 03 o't of 13

+annot find a s'itable co'rse 0$ o't of 13lobal economic downt'rn 01 o't of 13

-on8t know 0$ o't of 13


96/137


97/137

f

In &hich of "hese &a,s$ if an,$ &ould ,ou prefer ,our child5 "o learn English : are,ou:,our child curren"l, using "o learn English ou"side school5+

2rou" tuition "referred, but "ossible unmetdemand for one-to-one tuition


98/137

9(

5referred 9sed by c'rrent learners

!o# mentions

;6each Oourself<guides – "e/"

.oo#

@nline courses

=roup or classroom "ui"ion

;6each Oourself< guides –audio:visual

@ne%"o%one "ui"ion

7ase) referred % All responden"s$ China 2005$ Curren" – All adul" learners:paren"s of curren" learner$ China 1005

8uture demand higher among young learnersthan adults-o& li#el, is i" "ha" ,ou:,our child &ill con"inue "o5 s"ud, English a" an English language learning ins"i"u"e in "hene/" 2%3 ,ears+

Don


99/137

99

7ase) All responden"s$ China 2005 $ adul" learner 05$ adul" po"en"ial learner 05$ paren" of curren" learner 05$ paren" of po"en"iallearner 05

Don< #no&1

Cer"ain6o

Cer ain no o

+ertain to

4d'lt learner 5otential ad'ltlearner

$1$

5arent of c'rrentlearner

5arent of#otential learner

(%

(

airl, li#el,

Ker, unli#el, 1

Ker, li#el,

airl, unli#el,

56 ! ( would be considered, es"' by "arents And$ in "he ne/" 2%3 ,ears$ ho& li#el, is i" "ha" ,ou:,our child &ill s"ud, English a" a English languagelearning ins"i"u"e$ assuming one &as .ased in ,our ci",+


100/137

100

+ertain to

4d'lt learner 5otential ad'ltlearner

$1$

5arent of c'rrentlearner

5arent of #otentiallearner

(%

(

7ase) All li#el, "o s"ud, a" an EL6 Ins"i"u"e in "he ne/" 2%3 ,ears$ China 1(25 $ adul" learner 485$ adul"

Don

etter 7uality teaching 1 key reason in choice*h, do ,ou sa, ,ou:,our child &ould s"ud, a" a English language ins"i"u"e+

! # i


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101

7e""er !uali", "eaching

-ave heard good "hings a.ou" providers from o"hers

refer "o learn English

-ave had a good e/periencein "he pas"

*ill have more credi.ili", &i"hemplo,ers

-ave a generall, posi"iveimage of "he

7ase) All li#el, "o s"ud, a" a EL6 in "he ne/" 2%3 ,ears$ China 1435

!o# mentions

$ 7 9J+ s'rveyF

.'ality & e;#erience of teachers Hto# criterion in j'dging overallD'ality of


102/137

102

6oo e/pensive

Learning a more general form of;in"erna"ional< English more helpful

Learning S English morehelpful

Learning ;local<English more helpful

has an image of .eing old%fashioned:no" innova"ive enough

7ase) All unli#el, "o s"ud, a" a EL6 in "he ne/" 2%3 ,ears$ China 305

!o# mentions

Don


103/137

103

?'t j'st $ c'rrentlylearn via onlineco'rse

7ase) All curren"l, no" learning English via an online course$ China 19 5$ paren" of po"en"ial learner 05

$ 7 9J+ s'rveyF


104/137

104


105/137

10

>ore fle/i.le:convenien"

Can use mul"imediame"hods

>ore cos"%effec"ive

Environmen"all,.e""er

Can cha" online &i"hs"uden"s and "eachers

7ase) All li#el, "o s"ud, online$ China 1305$ adul" learner:po"en"ial learner 8(5$ paren" of curren":po"en"ial learner825

!o# mentions

More fle;ible"convenient

4d'ltlearner"#otentiallearner

,

5arent of

c'rrent"#otentiallearner

73

+onvenience"fle;ibility alsokey – )1 fle;ible timeE 66convenient location

+ost>effective more likely tobe mentioned this year – $3in $ 7 – reflection ofeconomic downt'rnK

(hough some have concerns about security*h, do ,ou sa, ,ou:,our child &ould no" s"ud, online+

!o# mentions


106/137

108

Concerns a.ou" securi",

@nline English !ualifica"ionsli""le credi.ili",

Li""le:no oppor"uni", "o prac"icespea#ing

Don


107/137

10'7ase) All curren":po"en"ial adul" learners$ China 1005

I am as"uden"

Oes ( ou" of 1005

?o

I amunemplo,ed 1B

+o'rses offeredF

?'siness 0% o't of )?asic 03 o't of )

@ocational 0$ o't of )

5rofessional 01 o't of )

4ll ) likely to #artici#ate mainly beca'se

better geared to their needs

(y"e of !nglish im"ortant, es"ecially to"arents of "otential learners

Don


108/137

10(

Ker,impor"an"?o" ver,

impor"an"

7ase) All responden"s$ China 2005$ adul" learner 05$ adul" po"en"ial learner 05$ paren" of curren" learner 05$

airl, impor"an"

4d'lt learner 4d'lt#otentiallearner

5arent ofc'rrentlearner

5arent of#otentiallearner

@ery im#ortant $6 $6 $6 %%

$ 7 9J+ s'rveyF

(( tho'ght original co'ntry oforigin of

-ifference in D'estion wordingmay acco'nt for some of thedifference between this res'ltand the c'rrent res'lts

*hich if an, of "hese differen" ",pes of English &ould ,ou choose "o learn:for ,our child "o learn+

5* !nglish most "o"ular


109/137

1097ase) All responden"s$ China 2005

$ 7 9J+ s'rveyF

+o'ntry of origin of

*'ggests #references changing

Overseas materials generally "referred

Don


110/137

110

Locall,

Don< #no&

?o preference

7ase) All responden"s$ China 2005$ adul" learner 05$ adul" po"en"ial learner 05$ paren" of curren"learner 05$ paren" po"en"ial learner 05

@verseas

5referoverseasmaterials

4d'lt learner 5otential ad'lt learner

($%6

5arent of c'rrent learner 5arent of #otentiallearner

3$%$

56 materials the same or better than othersDo ,ou "hin# "ha" ma"erials produced ., organisa"ions for Englishlanguage learning are generall, .e""er or &orse "han "hose from o"heroverseas organisa"ions or are "he, a.ou" "he same+


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7e""er

Don


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1127ase) All &ho "hin# ma"erials from organisa"ions are .e""er$ China 825

7e""er !uali",:more relia.le

refer English

Clearer:easier "o use

ma"erials have a .e""errepu"a"ion

-ave a generall, posi"iveimage of "he


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(he market among !nglish languageteachers: - .hina


/ublic sector tied to a""roved materialsu.lic sec"or schools and universi"ies

@.liged "o use "he "e/".oo# compiled ., "heDi " i " Ed "i C i"" PI h h i i "h


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Dis"ric" Educa"ion Commi""ee

E%course&are is "ied "o "he "e/" .oo# – Eg "e/".oo# for *es" Dis"ric" is ;?e& S"ar"ing

oin"< and "he E%course&are is provided .,=olden Sun Compan,

Addi"ional "raining e/ercises also used – Ideas coming from Mournals$ ne&spaper$ "he

In"erne" e"c

– suall, iden"ified via &ord of mou"h among"eachers circles

– sage de"ermined ., English depar"men" ofschool

PI have no choice in "he"e/".oo#$ &hich is

forced on us ., "heDis"ric" Educa"ionalCommi""ee Curren""e/".oo#s are .e""er

"han .efore$ ho&ever$some #e, poin"s s"illneed "o .e highligh"edand$ as a resul"$ I &ill

prepare some addi"ionalma"erialsR"he E%

course&are helps meprepare some games Q

More choice of material in "rivate sector riva"e schools

le/i.le "o choose an, ma"erial &hich sui"s "heir s"uden"s<needs


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11

needs

6end "o use "e/".oo#s produced overseas) – >ore ;na"ive< in "erms of "hin#ing and e/pression of language

– 7e""er for "hose preparing "o s"ud, a.road

– Sourced from oreign Language 7oo#s"ore$ -ong ong or originalcoun"r,


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– Accurac, % compiled and edi ed ., localChinese$ resul"ing in ;Chi%English<

– ?o" geared "o&ards prac"ical applica"ionof English – no" relevan" "o s"uden"s orarouse "heir in"eres"s$ canno" .e appliedin ever,da, life

P@ne fre!uen" pro.lem is"ha" s"uden"s unders"and

"he meaning of some &ords.u" find i" hard "o use in

"heir life or o"her con"e/"s.esides in "he "e/".oo#Q

P undamen"all,$ "he"e/".oo# &e use is

produced .,ChineseR"here are

al&a,s cul"uraldifferences and &edon


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11'

leas compiled ., people from English%spea#ing coun"ries

– S"uden"s need "o unders"and more a.ou" "hecul"ure of "he coun"r, "he language comes from

– and SA preferred – "he la""er "ends "o .e

preferred ., s"uden"s "hese da,sN) – – s"andard$ normal$ precise$ gen"ler "han

S English

– S – accen" easier "o iden"if,$ more open andsimple in e/pression

P ersonall,$ I don


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@eed for interesting, "ractical, u"-to-date materialIn"eres"ing "o s"uden"s – relevan"$ a.le "os"imula"e in"eres"

rac"icall %orien"ed – can easil e appliedP-o& "o s"imula"e

s"uden"s< in"eres" is a


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rac icall,%orien ed – can easil, .e appliedin s"uden"s< real life

>ore video:audio ma"erials – ar"icularl, if can .e do&nloaded from In"erne"

– more up%"o%da"e and fle/i.le in "erms ofchoice of "opics

s uden s in eres is a

.ig issue If "heresources can resona"e&i"h s"uden"s$ "he, &ill.e compelled "o learn i"

on "heir o&n Q

;am#le D'otedF :Aamily 4lb'm 9*4 –internet>basedE shows as#ects of everyday life

in 9*4E so hel#s with #ractical 'se of nglishas well as better 'nderstanding of 9* c'lt're htt#F""wwwG(6Gcom"'(1"vLM M 9$O!NGhtml

.hallenging to ada"t a""roach to "u"ils+ needs?eed "o adap" approach "o differen"age groups)

– 6hings "ha" &or# &ell &i"h ,ounger age

PEven &i"h primar, schools"uden"s$ =rades 1%3 are ver,

differen" from =rades 4%8

http://www.56.com/u51/v_MzEzMzU2OTY.htmlhttp://www.56.com/u51/v_MzEzMzU2OTY.html


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6 gs a &o &e & ,ou ge age

groups eg games5 &ill no" &or# &ell&i"h older pupils

Differen" levels of a.ili", in sameclass)

– Access "o e/"racurricular Englishlessons$ English films:6K$ foreign "ravelvaries ., s"uden"

=rades 1%3 are ver, happ, "o.e involved in an, in"erac"ive

communica"ions:gamesUho&ever$ "his &on


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– >ain ain heir o&n s#ills &i h dail, prac ice

– eep up%"o%da"e &i"h changes in curren" English usage

– eep ahead of "heir o&n s"uden"s$ par"icularl, in higher level classes

P?o&ada,s$ s"uden"s ge" #no&ledge from man, differen"channels and "he, can compare &i"h "he school

curriculum$ so "eachers feel easil, challenged if &e are

no" familiar &i"h "he la"es" language "rends and upda"eourselvesQ

Develo"ment o""ortunities felt to be limited

Curren" oppor"uni"ies fel" "o .e ver, limi"ed$ "hough an num.er ofe/amples men"ioned)


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e/amples men ioned) – In"ernal seminars – for "eachers "o share e/periences

– Discussion orum organised ., Dis"ric" Educa"ional Commi""ee – "o go"hrough "e/" .oo# and ho" "opics li#el, "o .e covered in e/ams

– Su.scrip"ions "o English Mournalis"s – eg English ne&spapers$ China Dail,

– E/change programmes &i"h foreign universi"ies

– Some schools encourage "eachers "o s"ud, a.road – schools ",picall,pa, 0B of cos"s

– Some priva"e schools &ill use e/"ernal organisa"ions "o "rain "eachers

etter develo"ment o""ortunities re7uired

6eachers &an")– @ppor"uni"ies "o prac"ice English &i"h na"ive spea#ers


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@ppor uni ies o prac ice English &i h na ive spea#ers

– =uidance on ho& "o improve "heir rela"ionship &i"h s"uden"s

P7esides improving m, o&n English a.ili",$ I also

&an" "o learn some s#ills "o .e""er unders"ands"uden"s< ps,cholog, I" &ill help me spea# in m,s"uden"s< language and communica"e more li#e

friends Q

imited awareness of 56-based organisationsPI never heard of an, %.ased organisa"ion providing "eaching

resources$ ma,.e "here are man,$ .u" I am no" a&are of "hemQ


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7ri"ish Council – high a&areness of organisa"ion$ .u" noa&areness of &ha" i" can offer "eachers

77C – high a&arenessU some universi", "eachers use audio clipsfrom i"s &e. si"e for class ma"erials

u.lishers – onl, a&are of Longman Dic"ionar, &ell #no&nIEL6S – high a&areness Seen as passpor" "o s"ud, a.road

universi"ies – A&are of Cam.ridge$ @/ford$ LSE$ *ar&ic#*ould search 6imes ran#ing of universi"ies for o"hers

E/amining and assessmen" .odies$ language schools$&e.si"es – no a&areness


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12

(he market among leading em"loyers: -.hina


!nglish is a ?must-have+ for new recruitsEnglish seen as a ;mus"%have<!ualifica"ion$ regardless of sec"or

– CE6 4 and 8 are .asic re!uiremen"s or


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some CE6 8 is "he minimum re!uiremen"for a ne& emplo,ee

– IEL6S$ = E$ =>A6 and o"her Englishcer"ifica"es no" re!uired$ .u" a high score&ill help po"en"ial emplo,ees s"and ou" from

"he cro&d – o"en"ial emplo,ees also need "o pass

English &ri""en and oral "es"s$ designed andadminis"ered in"ernall,

– or Mo.s &hich re!uire more regular con"ac"&i"h foreigners$ onl, gradua"es &i"h anEnglish maMor &ill .e considered

P>, compan, a""achesa high impor"ance "o

English *e use a ver,s"ric" process "o screen"heir English a.ili", I"

is an impor"an" cri"erion&hich &ill sho& "heir

a.ili", Q

ut on-going ! ( often not offered to staff >an, do no" provide on%going English"raining or assessmen" for "heir s"affN

– 7ecause recrui"men" process screens for

PEnglish is no" "he onl,&a, "o demons"ra"e

one


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12'

sui"a.le s#ill level – *or#ing language in"ernall, is Chinese

– 6raining can conflic" &i"h &or#loadcommi"men"s

– @verall performance seen as moreimpor"an"

PIn general$ a da, release course&ill las" for 1%3 mon"hs$ and i"

means "he s"aff canno" &or# during

"ha" period Q

one


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– 6hese "end "o .e organisa"ions &here command of English par"icularl,impor"an"

P@ur compan, is a special case*e need "o do lo"s of research and

read English ma"erials so our!ualifica"ions for English are higher

"han o"hers 7ecause of "his$ &eprovide each emplo,ee &i"h man,

op"ions "he, can choose .,

"hemselves Q


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imited awareness of 56-based organisations

@nl, "&o men"ioned as possi.le providers) PI #no& ver, li""le a.ou" "he %

.ased English "raining


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– E ) – el" "o .e &ell #no&n in "he

English "raining mar#e" forgeneral pu.lic

– 7ri"ish Council)

– Seen as proving oppor"uni"iesfor compan, emplo,ees "os"ud, for an >7A in "he

– Such >7As fel" "o .e useful&a, of improving Englishperformance

organisa"ionsR&as i" E "ha" isfrom "he + I guess soU i" is a

large en"erprise providing"raining services Also$ one of

m, colleagues a""ended aprogramme held ., "he 7ri"ish

Council I" seems "ha" "he7ri"ish Council coopera"es &i"h

universi"ies "o offeroppor"uni"ies "o leading na"ional

organisa"ions onl, Q

8uture demand for more business !nglish trainingEconomic crisis means "raining .udge"s drama"icall, cu" in 2009

– EL6 no" a priori",

Longer "erm$ companies &an" EL6 "o .e com.ined &i"h .usiness


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g $ por managemen"%rela"ed s#ills

– *or#%rela"ed English "raining is more prac"ical

– English learn" a" school:universi", is no" geared "o .usiness English

– English "raining com.ined &i"h managemen" or o"her .usiness%rela"ed"opics is deemed more efficien"

– Emplo,ees can improve professional s#ills and English s#ills a" "hesame "ime

P6I is no" simpl, English "rainingU i" covers a lo" of

informa"ion .esides spo#en English$ li#emanagemen" and E "opics *i"h "he "raining$ our

emplo,ees also develop "heir minds Q


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*ummary & Im"lications - .hina

*ummary & Im"lications – .hinaS"rong and gro&ing mar#e"$ par"icularl, in main ci"ies and moredeveloped coas"al areas$ so good po"en"ial for providers

– Especiall, as English increasingl, seen as a ;mus" have< in "he larger$


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ou"&ardl, facing companies

Curren"l,$ mar#e" domina"ed ., adul" learners$ .u" s"rong gro&"h in"he ,oung learners mar#e"$ &hich offers huge mar#e" po"en"ial

– Especiall, since "eaching in "he pu.lic sec"or s"ill lags .ehind "ha" availa.le

in priva"e sec"or in "erms of prac"ical applica"ion of s#ills and !uali", oflearning ma"erials5

>ar#e" seemingl, unaffec"ed ., economic do&n"urnU indeed somespecula"ion "ha" i" ma, increase "he impor"ance of learning Englishas compe"i"ion for Mo.s .ecomes more in"ense

*ummary & Im"lications – .hina - cont

EL6 ins"i"u"ions remain main &a, of learning English ou"side school – -uge num.er of such ins"i"u"ions of var,ing si e$ cos" and !uali",


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providers of EL6 and learning ma"erials have a good repu"a"ion – Associa"ed &i"h !uali", and high levels of credi.ili", &i"h po"en"ial emplo,ers

– 7u"$ EL6 also associa"ed &i"h high price "he flip side of !uali",+5 – loo#for lo&er cos" op"ions "o offer in addi"ion higher cos":!uali", op"ions+

– Also in"ervie&s &i"h "eachers sugges" organisa"ions have a lo& profile inChina$ meaning "here is a need "o .uild "his profile

– ur"hermore$ S English preferred "o English$ &hich represen"s apo"en"ial o.s"acle – offer more S English "eachers+

@nline learning s"ill a" an earl, s"age$ .u" gro&ing force in "hemar#e"$ and "herefore could represen" an impor"an" oppor"uni",for organisa"ions



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– ar"icularl, if Koice In"erac"ion 6echnolog, can overcome some ofdo&nsides rela"ed "o prac"icing oral s#ills and in"erac"ing &i"h o"hers

In%compan, "raining s"ill !ui"e lo&$ e/cep" in larger companies

In "he shor"%"erm$ limi"ed oppor"uni"ies for e/"ernal organisa"ions"o help &i"h in%compan, "raining due "o .udge" cu"s

7u" in "he medium:longer "erm$ oppor"uni"ies lie in a focus on) – 7usiness English$ com.ined English .usiness "raining$ e/change:visi"

programmes "o organisa"ions in "he and con"inuing "o promo"e >7Acourses &i"h universi"ies


6eaching ma"erials and "eacher "raining in "he pu.lic sec"orschools:universi"ies sec"or leaves a lo" "o .e desired

Some #e, oppor"uni"ies for organisa"ions in "erms of)


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– 7e""er "e/".oo#s – more accura"e English$ &i"h .e""er feel for : S cul"ure

– >ore do&nloada.le e/ercises from "he in"erne" geared "o differen" languages#ills)

– lis"ening$ &ri"ing$ reading$ spea#ing

– and "o differen" age groups:a.ili"ies

– 6eacher "raining on s"uden" ps,cholog,

– rovision of more oppor"uni"ies for "eachers "o prac"ice "heir English s#ills&i"h na"ive spea#ers and learn more a.ou" "he cul"ure

7u") – @"her "han in priva"e schools$ Dis"ric" Educa"ion Commi""ee is of"en

dominan" decision ma#er on &ha" is used "e/" .oo#s and E%course&are5



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– 6eachers have limi"ed informa"ion on e/"ernal providers and do no" have"ime "o proac"ivel, search for "his informa"ion

6herefore providers need "o) – Liaise closel, &i"h Dis"ric" Educa"ion Commi""ees – eg in "erms of help

&i"h compiling "e/".oo#s$ E%course&are – ocus on do&nloada.le resources for "eachers

– aise profile of providers and &ha" "he, can do – regular E%ne&sle""er"o schools+

Demand for English Language Services in India and China

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Transcript of Demand for English Language Services in India and China