1、Merlin House,Langstone Business Park,Newport,UK NP18 2HJTel UK:+44(0)1633 386 800john.zhangconnexcel.co.uk167-169 Great Portland Street,5th Floor,London W1W 5PFTel UK:020 7798 1580bsaboarding.org.ukThe 2023 Boarding Schools Association/Connexcel Survey of Chinese ParentsContentsForewordSchools feedb

2、ack on 2022 surveySection A-The composition of the survey groupSection B-Prospective parentsSection C-Current ParentsConclusion and recommendationsAreas for further considerationP.02P.06P.09P.23P.36P.52P.56UK boarding schools show excellence in many ways.They provide the best balance of tradition wi

3、th innovation,academic rigour with sporting and artistic prowess,and local connections with a global outlook.It is the global connection that makes this years survey of 967 Chinese parents so important.It demonstrates the confidence Chinese parents have in British boarding.It shows they recognise ou

4、tstanding teaching and learning.It confirms that UK boarding schools are a strong bridge for accessing top-ranking universities.Most importantly it shows that parents think British boarding schools are safe,caring,supportive,and agile when it counts.This survey has great value for schools,parents,ed

5、ucational agents,and anyone with an interest in boarding in the UK.It provides important data to back up anecdotal opinion.The Boarding Schools Association is delighted to be a partner in its publication once again.Whatever role you play in supporting boarding in the UK,we hope you find it a useful

6、report.David Walker,B.Sc.(Hons.),FTIOBDirector,Boarding Schools Association02Foreword 1I am delighted to have been involved in the creation of this report,the third collaboration between Boarding Schools Association and Connexcel.It is fascinating and informative to compare find-ings over a three ye

7、ar period,during which we have experienced the closure of schools during the pandemic,their reopening amid continued global travel disruption,and continuing discussion around immigration,visas and international education from both the British and Chinese Govern-ments.Overall the responses from Chine

8、se parents whose children are actually or potentially at school in the UK are extremely positive.The many benefits of boarding education in the UK,ranging from portable qualifications which open the door to entry into top universities in any country in the world,to excellent pastoral provision,to ne

9、tworking opportunities,to increased confidence and independence,still exist.It is pleasing to note that their concerns around safety,security and the welcoming nature of our schools have decreased from last year.However,we need to note emerging concerns around the messages from our country as a whol

10、e about how welcome their children will be as graduates.We know from the feedback we received after last years survey that schools found it useful and some of that feedback has been included in this report.We hope that boarding schools will use the results of this years survey to inform their market

11、ing and recruitment activities and also to increase the quality of provision for their existing and future Chinese and other international pupils.There are clear messages in the parental responses and we have pulled out some ques-tions to consider at the end of each section of the survey to aid scho

12、ols in these objectives.I do hope that the survey and its conclusions will prove helpful to schools,agents,guardians and families who work together for the success and happiness of all pupils of every nationality.Caroline Nixon M.A.(Oxon.),M.Ed.,FTIOBInternational&Membership Director,Boarding School

13、s Association Director,Caroline Nixon Education Ltd.03Foreword 204Foreword 3Connexcel is extremely honoured to work,once again with the BSA and BAISIS to launch 2023 survey of Chinese Parents.For the third year running,we have worked closely together to con-duct an extensive study into the attitudes

14、 of Chinese parents towards a UK education.This has allowed us,along with schools and other educational organisations,to observe the trends,react to and resolve targeted concerns of parents and map the future of international study for Chi-nese students.This years survey has shown that the appetite

15、and interest for Chinese students opting for a UK education is still strong and several main factors have emerged from the survey which govern this decision for parents.It has been increasingly noted by parents that further education,grad-uate employment prospects and immigration policies are import

16、ant contributing factors in making the decision to apply for the UK boarding school.Based on the previous years survey results,the schools have already been looking carefully at effective recruitment strategies in partnership with qualified agents,recognising the impor-tance of UK guardians,providin

17、g bespoke feedback and clarity towards possible university entrance.It is hoped that this surveys results will generate further discussion and will aid schools in creating targeted resolutions.In order to reach the Chinese audience more effective-ly,the school may consider adopting a different appro

18、ach,in which regional and local expertise could be essential for success.Finally,we would like to extend a thank you to all who have participated in this research and the writing of the survey report.We are so pleased to be able to continue this important study,to give an accurate insight into the f

19、uture of Chinese students trends of study in the UK.Our goal is to ensure a positive overseas learning experience for Chinese students in UK schools and,with this goal in mind,we will continue to work closely with parents and the BSA to keep abreast of changes in the international education sector.I

20、 would like to personally extend a special thanks to Mr.Peter Wells,who has dedicated much time and effort to assisting with the research and the writing of the report this year,and in previ-ous years.John Zhang M.A.Co-Founder of ConnexcelChrists Hospital SchoolSchools Feedback on 2022 SurveyIrfan H

21、 LatifPrincipal,DLD College LondonOur Chinese pupils at DLD form an important part of our school community.The comprehensive BSA report helps us understand how we can further improve our provision and support for this important market.Ted McGrathHead of the International School,DOverbroecks OxfordAs

22、 we have a number of Chinese students,this information was extremely helpful in 2021 and 2022 and we are looking forward to the 2023 update.Areti BiziorHead,Luckley House SchoolThe BSA/Connexcel report provides invaluable insights that enable us to custom-ise our communication for the Chinese market

23、,ensuring that we stay attuned to the requirements of both Chinese students and their parents.Rick CrossPrincipal,Reddam HouseReddam House has a thriving international boarding community,and our Chinese students and families are hugely valued.With the support of the BSA annual report,we are able to

24、better understand their specific needs and views so we can provide the very best education and service.06Schools Feedback on 2022 SurveyWilliam GoldsmithHead,St Georges School,Windsor CastleBSA are consistently at the forefront of global trends within the independent sector,and their annual surveys

25、of Chinese parents are invaluable for our schools.Getting our product right for the Chinese market is crucial,and the survey goes a long way to enable our schools to do this.Mark LauderHeadmaster,Strathallan SchoolOur Chinese students are a very important part of the school and the report helped us

26、understand this important sector.07Schools Feedback on 2022 SurveyLudgrove SchoolThe 2023 survey continued the policy of 2022 by dividing the participants into sub groups.It was therefore possible to separate students who had received offers from schools but who had not yet started boarding school(5

27、%)from those who were still preparing to study abroad(45%)and those with children already studying in UK schools(47%).A small number were considering a change of direction and looking at alternative plans.Chart 1:Composition of the survey group09Section A-The composition of the survey groupThe Compo

28、sition of the Survey GroupMy child is already studying in the UKMy child has already received confirmation of entry to UK boarding school and will be in UK boarding school in the upcoming academic year or in the futureThe parents currently have plans for the child to study abroad and are in the prep

29、aration stagesWe are planning for or have chosen another country47.16%45.19%Already studying in the UKYes,Sept.2022 was our childs first termNo,Sept.2022 was not our childs first term76.75%Section A4.96%2.69%23.25%10Section A-The composition of the survey groupThe survey found that the vast majority

30、 of Chinese children entering UK boarding schools came from International or Private school backgrounds.Only 22%came from State Schools and 3%from international branches of State Schools.Thus the mix of the 2023 survey participants is very similar to the 2022 survey.However,the diminishing interest

31、from state schools is indeed a trend worth pondering.The figures have declined from 29%in 2021 to 25%in 2022,and this year,they stand at 21.6%.1.Chinese school typesChart 2:Chinese school typesInternational School34.5%International branch within state school3.4%Private School40.4%State School21.6%11

32、Section A-The composition of the survey groupYears 9,10 and 12 remain the most popular entry points for Chinese school students coming to the UK,with 14+the major entry year group.Our figures show that the traditional British Prep School market has limited customers although there has been some grow

33、th here,numbers rising from 7%three years ago to 11%this year.However,it may not be wise for schools to invest heavily in this section of the Chinese market as returns have been quite low.The fact remains that those seeking the widest possible choice of senior school are likely to benefit from young

34、er entry points in Years 6,7 and 8.Indeed,parents may see a smoother pathway from traditional UK Prep Schools offering excellent resources for rapid English language acquisition.2.Planned overseas study entry pointsChart 3:Planned overseas study entry pointsChinese education age system:Primary Schoo

35、l:Age 6-11/12;Middle School:Age 11/12-15;High School:Age 16-18Middle School48%Primary School11%High School41%Our report found,once again,that the overwhelming reason Chinese parents chose to send their children to study internationally was the offer of a well-rounded education.There was also a stron

36、g response to pressure felt within the current Chinese education system.This has clearly increased significantly;the 2021 figure of 41%rising to 73%in 2023.The opportunity to enter a top world university was also a key factor,figures rising from 33%in 2021 to 50%in 2023.Clearly this chart shows the

37、parents responding to our survey are less satisfied with the current Chinese education system and searching for alternatives to satisfy their childrens educational aspirations.3.Top reasons for studying abroad12Section A-The composition of the survey groupChart 4:Reasons for studying abroadPressure

38、from current Chinese education systemStudying abroad offers a more well-rounded education Offers a greater chance of entering a top world universityChilds decision and parents have consentedProvide better opportunities for future immigration0%10%20%30%40%50%60%70%80%The best age and timing for the s

39、tart of study abroad is consistent with results from the past two years.Once again we see choices strongly related to the childs own wishes(71%)and how inde-pendent he/she is(76%).Parental wishes appear to be a much less obvious driver(20%).The cost of boarding education is significant for about 25%

40、of the respondents and this represents a slight decline on figures from previous years(33%in 2021 and 36%in 2022).The specific age entry points to a countrys education system seem to play a key part in parental considerations(up from 35%last year to 45%this year),as do the requirements of the Chines

41、e education system.4.What influences parental considerations regarding studying abroad?Chart 5:Parental considerationsHow independentthe child is80%60%40%20%0%Childs wishEntry points of specificcountrys educational systemOverall cost ofstudy abroadParents wish13Section A-The composition of the surve

42、y groupOnce again the UK and US are the two most popular study destinations from our survey.This is not surprising as the survey was mainly answered by parents already focused on these countries or with children already in the system.There was no significant percentage change in the desir-ability of

43、 any of the other countries compared with last years survey.It can be noted that Singapore was highlighted as a hot destination country for Chinese high net worth families to emigrate to after the reopening of China post COVID.However,according to our survey the demand is very much in line with last

44、 years results.We removed the least popular university destination countries in the previous survey(Japan and Germany)and replaced them with Hong Kong,due to recent changes in the situation there.Unsurprisingly 22%of parents chose Hong Kong as their childs destination which is now ranked just behind

45、 the UK and US.Certainly the UK is well positioned for this shift of university destina-tion,as the education system here is widely adopted in Hong Kong.Students studying in the UK therefore have an advantage in being admitted to Hong Kong University.5.Preferred study destinations14Section A-The com

46、position of the survey group15Section A-The composition of the survey groupChart 6:Destination choicesUnited Kingdom100%80%90%60%70%50%40%20%30%10%0%United StatesSingaporeHong KongGermanyCanadaOthersCurrent parentsProspective parentsAustralia17Section A-The composition of the survey groupThe order o

47、f importance and percentages recorded are broadly similar to last years figures.Secu-rity and safety of the country and the educational quality were identified as of major importance.Acceptance of international students also featured highly in choice of country.However this years figure of 40%was su

48、bstantially lower than two years ago(60%);perhaps an indicator of a more relaxed view of any adverse international prospects.Taken together with the greater impor-tance of employment prospects and the countrys possibilities for immigration(28%vs 12%in 2021)this suggests growing confidence and demand

49、 amongst Chinese parents.6.What matters most when choosing an international study destination?Chart 7:What matters most to Chinese parentsSecurity and safety of the countryEducational quality How open the countrys attitude towards international students A comprehensive consideration of the familys f

50、uture planning,as a wholeEmployment prospects and countrys immigration possibilityAccess to relatives/friends in the country who could help to care for the childCost of living and tuition expenses20%30%0%10%40%50%60%70%80%90%18Section A-The composition of the survey group7.Key factors in choosing an

51、 international school abroadParents were asked to rank eight factors in order of importance when choosing a school abroad.Here again the results were very similar to last years survey.Finding the right match between the school and the childs abilities/talents was deemed essen-tial,closely followed b

52、y experience in looking after international students and the schools aca-demic standing.School facilities including boarders accommodation was ranked not far behind.This year we replaced the previous surveys least favoured option,geographical location of the school,with does the school provide dual

53、application to British and American universities?.Over half the parents rated this as either important(36%)or very important(18%).However it was still ranked the lowest amongst all the factors.We can see that parents attach the greatest importance to finding the best match between the school and the

54、 childs abilities.Naturally this makes it essential for there to be an honest appraisal of the childs ability and potential,both academically and in a range of other attributes.The special character,strengths and weaknesses of each school must also be considered.19Section A-The composition of the su

55、rvey groupParents need to understand that UK independent schools are all different from one another and offer a range of courses and study options.They need to understand something of the schools ethos and direction,not merely its academic league table position,which can be misleading.Chart 8:Key fa

56、ctors for school selectionLeague table and university admissionsFinding the right match between theschool and the childExperience of looking after international studentsSchool facilities,boarding and lodging conditionsReputation and history of the schoolPercentage of international students,esp.Chine

57、se studentsPercentage of boardersDoes the school provide dual application for British and American universities?20%0%40%60%80%100%Least ImportantNot ImportantNeutralImportantExtremely Important30.40%66.91%35.26%60.08%51.29%44.47%55.43%38.78%41.88%35.78%52.84%23.99%53.98%21.41%36.30%18.41%20Section A

58、-The composition of the survey groupThe results here are very similar to last years.Recommendations from educational agents were of even greater importance,moving from 74%in 2021 to 86.5%this year.Thus the agents advice can be seen as vitally important for the majority of Chinese parents as they rec

59、ommend and make introductions to a variety of schools.It is essential therefore that only reputable and accredited consultants are used with sound knowledge of the schools they are recommending.Official school web sites continue to be regarded favourably with 52.5%support,as were recom-mendations fr

60、om friends and family(46.9%).Chinese parents were relying less on the information from domestic Chinese internet source,reducing from 33%in 2022,to 26%this year.Personal visits to schools remained broadly the same at 27%.Evidence from our surveys would suggest that parents may take several years to

61、search for schools,often making a short visit to the country in order to view five or six establishments.It is important for schools to be available to visitors during holiday periods as well as in term time.Participation in personalised international events can also be helpful in providing a rounde

62、d picture,with opportunities to question staff.8.Sources of information for international parentsChart 9:Sources of information for selecting UK schoolsRecommendations from educational agenciesSchools official websitesRecommendations by friends/familyPersonal visits to the schoolsSchools open days o

63、r online eventsDomestic internet0%10%20%30%40%50%60%70%90%80%21Section A-The composition of the survey groupA new question was added this year to better understand the most effective channels by which to reach a Chinese audience.Wechat public accounts are the most popular and important channels of c

64、ommunication,56.7%of the survey group identifying their importance.This was followed by search engines,at 48%and webinar or live streaming services at 47%.These results clearly demonstrate that in order to prompt interest in China,a different approach may be needed from elsewhere.Regional and local

65、expertise may be essential for success.Online admissions fairs(28.8%)are very similar to traditional face to face admission events(31.9%)and confirm a wider adaptation of the online format in China over the past few years.9.Most effective channels of communication in ChinaChart 10:Effective channels

66、 of communication in ChinaWechat public accountSearch Enginewebinars or live streamingonline admissions fairsface to face admission eventsLittle red book0%10%20%30%40%50%60%short videos56.77%48.09%47.26%31.85%28.75%23.89%17.27%Sherborne School23Section B-Prospective ParentsProspective parentsSection

67、 BWhen asked how prospective parents were planning to apply for their children to study abroad,86%said they would make the application through an educational agent.This was a 15%increase on 2021,whilst by contrast only 10%of Chinese parents would make a personal application.This,when combined with o

68、ur finding about the chief sources of information parents use when looking abroad,confirms a picture of reliance upon the work of agents.It is increasingly clear from our surveys,that agents have been playing a more and more important role in the admission process.UK schools need to be aware of this

69、 trend and work more closely with agents.1.How prospective parents apply to UK schoolsChart 11:How Prospective Parents make the applicationApplication through educational agent86.27%Personal application10.30%Application with the help offriends/relatives overseas2.75%Other0.69%How prospective parents

70、 plan to apply to schools24Section B-Prospective ParentsFinding a fully professional agent has become essential if parents are to achieve a successful school placement for their child.Experience suggests there are no short cuts and the best agents are well trained and able to provide a range of besp

71、oke services.They also have a deep under-standing of a range of different school settings.Good schools aim to work with one or more trusted agents who demonstrate the best credentials.It goes without saying that agents will have visited a range of schools and developed a clear understanding of their

72、 special characteristics.The best agencies will be very knowledgeable about the schools they recommend,and may offer an ongoing service,possibly including guard-ianship.Certification by the Boarding Schools Association is highly recommended and provides an assurance of quality to BSA boarding school

73、s that they are dealing with consultants and agents who have the highest standards in recruitment,safeguarding and student placement.2.Choosing an agentChart 12:Key factors for choosing an agency-prospective parentsAccreditations from local associations Overall fees of the agentRecommendations by fr

74、iends/relativesProvision of guardianship,as well as applicationto boarding schoolsAgent registered in UK(UK based agent)Brand awareness20%10%90%80%70%60%50%40%30%0%100%Least ImportantNot ImportantNeutralImportantExtremely Important16%80%29%68%43%24%61%16%41%22%17%48%25Section B-Prospective ParentsTh

75、is is a newly introduced question aiming to understand the impact of recent domestic Chinese and foreign economic situations,and the changing educational environment,on parents deci-sion-making.Generally speaking the current situation causes many uncertainties.Chinas weakening econom-ic situation ca

76、used 20%of parents to postpone study with another 40%taking a wait and see approach,whilst 8%said they would pull forward their plans.Changes in the Chinese educational environment are certainly triggering uncertainty,but seem to be having the effect of pushing more parents to bring forward their pl

77、ans to study abroad as opposed to postpone them(30.7%vs 3.4%).On the other hand,changes in the international situation are not very clear with 47%taking a wait and see approach.3.Other factors affecting the childs decision to study abroadChart 13:Other factors affecting the childs decision to study

78、abroadChanges in the international situation in the short to medium termThe situation of the domestic economic environment in the short and medium term Recent educational changes in Chinese schoolsThe situation of the international economic environment in the short and medium term20%10%0%40%30%60%50

79、%80%70%100%90%25.40%15%32.27%8%49.43%13.04%3%35.01%31%Wait and seepostpone the planno affectPull forward the plan12.13%47.37%19.91%39.59%34.78%3.43%30.89%26Section B-Prospective Parents4.Possible educational changes in the UKThis is a newly introduced question regarding the current heated discussion

80、 taking place about independent education in the UK.Here we seek to understand how a variety of possible mea-sures,if implemented,would directly or indirectly affect the childs decision to study abroad.On the positive side,a relaxation of UK working permit visas or immigration policies would be grea

81、tly welcomed and could be a deal-maker for 20%of families.Another 46.5%of families would be influenced in favour of study in the UK if this took place.Similarly a reversal of the decline in accepting independent school students for Oxbridge admis-sion would have a very significant result.Indeed,if O

82、xbridge were to reverse the recent years decline of accepting students from fee paying schools,it might help 20%of families to make the decision to study in the UK,whilst positively influencing a further 56%.A converse result would be brought about if the UK government decided to apply VAT onto inde

83、-pendent school tuition fees.Here it appears that 8.7%would apply to study in a different country and another 60%would feel a negative impact on their decision making.Reducing the length of the Post-Study Work(PSW)visa,which permits international graduates to continue residing in the UK for one to t

84、wo years to search for employment after finishing their edu-cation,would adversely affect families decision-making.20.8%of individuals would consider studying in a different country,while an additional 37.3%would be influenced negatively.Merely 2%hold a positive outlook on this matter.27Section B-Pr

85、ospective ParentsChart 14:Impacts of possible educational changes in the UKOxbridge and other well-known British universities increase the proportion of private school studentsVAT on private school fees leads to school fee hikeShorten the duration of PSW visa stay in the UKRelaxation of UK work perm

86、it visa or immigration policies20%10%0%40%30%60%50%80%70%100%90%55.84%20.14%46.45%19.68%26.54%60.41%39.82%very negative impact-will go to other countriesnegative impactneutralpositive impactvery positive impact-key decision making factor20.82%29.52%8.70%37.30%20.82%Uppingham SchoolThe duration of pr

87、eparation time for study in UK schools is very similar to last year for current parents,whilst preparation of two years or more in advance has increased among prospective families.This increase from 26.5%to the current 38.9%may indicate that parents are becoming more aware of the importance of start

88、ing earlier and preparing earlier.It may also be reasonable to assume that recent travel restrictions have delayed many parents ability to explore options abroad.5.Length of preparation period for study in UK schools29Section B-Prospective ParentsChart 15:Length of preparation for UK schools by pros

89、pective parents35%39%22%4%Less than 6 monthsBetween 6-12 monthsBetween 12-24 monthsMore than 24 months30Section B-Prospective ParentsProspective parents were invited to select three areas which most concern them.Once again the safety and security of children was identified as by far the biggest conc

90、ern facing Chinese fami-lies(86%).This was followed by the possibility of racial discrimination and bullying(65%).A third potential challenge identified by parents was an inability to keep up with their childs mental development and thought processes(47%).Our surveys suggest that there is often a ga

91、p between what concerns parents most and the reali-ty parents find once their children have settled into UK schools.It will take time to get used to new food,accommodation and distance from home.Good schools and agents will be seeking to reas-sure families before they arrive and provide helpful feed

92、back from experience.Careful preparation will inevitably need to be made both by schools and families so that any anxiety can be reduced.6.Concerns of prospective parents about children studying abroadChart 16:Biggest concerns about study in the UK-Prospective ParentsSecurity and safetyChild will su

93、ffer bullying or racial discriminationCould not keep up with childs mind and thoughtscant get used to food and accommodationsChild will be unable to keep up with learning due to language or culture differenceInability of my child to be independent and take care of themselvesChild feeling alienated f

94、rom parents20%30%0%10%40%50%60%90%80%70%homesick31Section B-Prospective ParentsOur survey demonstrates that both prospective and current parents value a thorough preparation for their child before entering boarding school in the UK.Their preparation usually covers a wide range of academic subjects a

95、nd extracurricular activities.English improvement(79%),interper-sonal and social skills(52%)and background knowledge of British culture(47%)remain the top three categories amongst prospective parents.English improvement(95%),STEM subject knowledge(46%),British cultural background(40.5%)and Humanitie

96、s subjects(39%)are the top four categories amongst current parents.Schools and agents are encouraged to support students as best they can in these areas and certainly parental choices will be influenced by a sensitive approach to international student needs.This would seem to be an area requiring fu

97、rther careful analysis in a number of schools.7.Preparing for UK boarding school educationChart 17:Preparing for UK boarding school system-Prospective ParentsEnglish improvement courseImprove interpersonal and social skillsImprove on background knowledge ofBritish cultureHumanities improvement cours

98、eMaths and science subjectsimprovement courseOther(please specify)Extracurricular interests and backgroundenhancement,such as sports,music,art,etc20%30%0%10%40%50%60%80%70%32Section B-Prospective ParentsThis open ended question asked prospective parents what improvements they would like to see in th

99、eir childs experience before going forward into UK boarding schools.Here it is obvious that there will be a great variety of responses and it is only possible to mention a few examples.Many of the responses centred around pastoral and emotional care,together with reassurance over health and safety i

100、ssues.Parents would also like to see more detailed communication about students daily life and activity.Some parents said they would like more information about the application process for internation-al students which could improve their chances of being accepted.Help with preparation for entry exa

101、minations was also mentioned by some,as was course selection.Application timetables and the number of places available was regarded as helpful.Another point of concern to prospective parents was how their children would adapt to their new school.More information would be appreciated about the life o

102、f the school,the food and the accommodation.It was felt this would shorten the initial adaptation process when students join the school.Some parents would like to see schools taking a greater interest in knowing about their childs personality and characteristics and not just their academic grades.Ad

103、vice about where they might improve was also deemed helpful.8.Possible improvements to student support prior to their entering UK schools33Section B-Prospective ParentsOur survey suggests that prospective parents understand little about what guardianship really means or entails.In fact there was a r

104、eduction in knowledge from 54%last year to 34%in 2023.Over this period there has clearly been a shift from good understanding of guardianship to having heard about it which may well be accounted for by the fading focus on COVID.However,the over-all awareness of the need for guardianship has stayed a

105、t a higher level than when we started the surveys in 2021.This suggests a need for schools and agents to focus on a deeper understanding of guardianship amongst prospective parents.Combining this increased parental awareness with a change in the National Minimum Standards in England must surely enco

106、urage schools to consider establishing much closer working relation-ships with accredited,reputable guardianship organisations.Cultural understanding is also very important and schools may consider working with a dedicated guardianship organisation which specialises in different regions of China,to

107、better cater for the needs of the students and parents from that region.9.The responsibilities of guardianship agenciesChart 18:Awareness of guardianship-Prospective ParentsI have a good understanding7.09%I have no understanding 3.43%I have heard of this but do not know much about it 55.15%I underst

108、andsomewhat34.32%34Section B-Prospective ParentsParents were asked to choose three important factors which would influence their choice of a guardianship agency.Assurance around the certification of the guardianship agency(86.7%vs 74%)is still of primary importance to prospective parents whilst the

109、cost of the service appears of least concern.The agencys ability to understand the cultures of both countries and ability to communicate effec-tively was also highly valued(55%).Sufficient student numbers(52%)and guidance over future university entrance plans(43%)was also highly prized.10.Selecting

110、a guardianship agencyChart 19:Important factors for Prospective Parents choosing guardiansCertified by AEGIS or BSA Agencys ability to understand the cultures of both countries and ability to communicate Bilinguallysufficient student numbers(sufficient experience)Solid arrangements for Exeat weekend

111、sand school holidaysGuidance for future university entrance plans Cost of the service Regular academic feedback and academicguidance and student support20%30%0%10%40%50%60%90%80%70%St Mary CalneWells Cathedral36Section C-Current ParentsCurrent ParentsSection C77%of current parents had children with

112、over a years experience in UK boarding schools,whilst the remaining 23%had children who entered UK boarding schools in September 2022.This com-pared with 65%in the first group and 35%in the 2021 survey.1.Year of entry to UK SchoolsIt was pleasing to note that 456 parents responded to questions in th

113、is section.Chart 20:Year of entry to UK boarding schoolNo,September 2022 was not our childs first semesterYes,September 2022 was our childs first term77%23%37Section C-Current Parents18%of current parents had children who entered UK schools in the youngest age category(up to 13+)which was broadly in

114、 line with previous years.36%had children who enrolled in Year 9(13+),whilst there was a marked increase in those choosing years 10 or 11(33%as opposed to 27%in 2021).This upward age of entry may be to do with previous Covid travel difficulties or possibly affordability and therefore a delay in the

115、year of entry.13%had joined UK schools at 16+,a figure broadly in line with previous years.2.UK school entry pointsChart 21:UK school entry points-Current Parents36%33%18%13%Year 8 or belowYear 9(13+)Year 10 or Year 11Year 12(16+)38Section C-Current Parents88%of current parents had made their applic

116、ation to UK schools via an educational agent,whilst only 10%had made personal applications.This compared with 86%in the 2022 survey and 78%in 2021.This clearly shows a growing reliance on specialist agents for support with this important process.3.How current parents applied to schoolsChart 22:How c

117、urrent students applied to schoolsApplication through educational agency 88.49%Application with the help offriends/relatives overseas1.19%Other0.79%Personal application9.52%39Section C-Current ParentsCurrent parents who applied through an agent identified the accreditation and professionalism of the

118、ir chosen agent as very important,and the provision of guardianship as almost as important(97%vs 90%in 2021).The viability of overseas boarding seems increasingly dependent on high levels of reliable in-country guardianship support.4.How current parents selected an agentChart 23:Key factors for choo

119、sing an agent-Current ParentsProfessionalism of the agency Accreditations from local associations Provision of guardianship,as well as application to boarding schoolsUK registered agencyRecommendations by friends/relatives Brand awareness Overall fees of the agency20%0%40%60%80%100%Least ImportantNo

120、t ImportantNeutralImportantExtremely Important19.73%80.27%28.92%71.08%36.01%60.09%34.08%20.40%42.38%55.16%23.09%21.75%47.09%33.41%18.83%50.90%34.08%15.02%40Section C-Current ParentsThe period of preparation for entry to UK schools identified by current parents has changed slightly.There was a marked

121、 increase in the category recording less than six months(32%vs 23%in 2021).This year 43%recorded 6-12 months of preparation as opposed to 46%in 2022 and 44%in 2021,whilst 25%of parents stated that they had prepared for over twelve months com-pared with 33%in 2021.These figures suggest that parents a

122、re delaying decisions over future schooling,or perhaps not recognising the need to prepare thoroughly over a period of time.5.Length of preparation periodChart 24:Length of preparation for UK schools by Current Parents32%43%19%6%Less than 6 monthsBetween 6-12 monthsBetween 12-24 monthsMore than 24 m

123、onthsDowne House SchoolRoedean School42Section C-Current ParentsSecurity and safety remains the single biggest challenge that children face in studying abroad.However it is interesting that concerns of this nature have fallen by 10%over the past three years(72.59%vs 84.68%in 2022).Concerns over raci

124、al discrimination and bullying have also been reduced(39.69%in 2023 vs 57.91%in 2021).These are encouraging statistics which we hope to see falling further in the coming years.Concerns over food and accommodation also fell from 34.68%in 2022 to 19.74%this year.However,30%of current parents felt that

125、 their children were unable to keep up with their learning due to language or cultural difficulties.This must be a key area for both schools and parents to address.6.Biggest challenges faced by current familiesChart 25:Key concerns of Current ParentsSecurity and safetyChild will suffer bullying or r

126、acial discriminationChild will be unable to keep up with learning due to language or culture differenceNot used to food and accommodationInability of my child to be independent and take care of themselveshomesickCould not keep up with childs mind and thoughts20%30%0%10%40%50%60%80%70%Child feeling a

127、lienated from parents 43Section C-Current ParentsThe biggest changes seen by current parents in their children at UK schools remain in the area of self-reliance.This year 85.70%said they have seen increased levels of maturity and greater inde-pendence.This represents a 17%increase on 2021.58%identif

128、ied independent thinking as a positive benefit of studying in the UK,whilst 42%were pleased to see increased empathy and tolerance of others.Lower down the order,6.8%of parents felt their relationships with their children had deteriorated but 13.82%said boarding in the UK had improved their relation

129、ships.These figures remain broadly consistent with earlier years.7.Changes seen in the childChart 26:Positive benefits of studying in the UK-Current ParentsRelationship with parents deterioratedOther(please specify)20%30%0%10%40%50%60%Child has suffered academically and became less confidentChild ha

130、s developed bad habits or behavioursLess interest in Chinese cultureMore interest in Chinese culture90%70%80%More self-reliant/independent and increased maturity levelsMuch better independent thinkerIncreased empathy/consideration and tolerance of others Child much wider knowledge baseImproved relat

131、ionship with parents44Section C-Current ParentsCurrent parents see improvement in English language as key to success(95%)and identified this as the vital priority in preparing for the UK boarding school system.Improvement courses in maths and science were also rated as significant(46.23%).Developing

132、 the childs background knowl-edge of British culture(40.40%)and improved knowledge of the humanities was also important to 39.09%of parents.This all suggests that there is much more work that could be done in preparing children for entry to UK schools.8.Preparation for UK boarding educationChart 27:

133、Preparing for the UK Boarding school system-Current ParentsEnglish improvement courseMaths and science subjects improvement courseImprove on background knowledge of British cultureHumanities improvement courseExtracurricular interests and background enhancement,such as sports,music,art,etcImprove in

134、terpersonal and social skillsOther(please specify)0%20%40%60%80%100%45Section C-Current ParentsThe most impressive areas of UK boarding schools were pastoral care of students and the schools extra-curricular programme of activities.This was closely followed by campus safety,accommodation and school

135、environment.The quality of communication with parents and the academic atmosphere in schools was less highly rated.Schools need to look carefully at these areas and take steps to reassure parents who feel out of touch with their childs progress.9.Satisfaction with schoolsChart 28:Current Parents sat

136、isfaction levelPastoral care and boarding staffCampus safety/boarding and lodging environmentSchool extra-curricular activities and diversityof course selectionAcademic atmosphereSchools academic performance andchilds career prospects20%10%90%80%70%60%50%40%30%0%100%Extremely DissatisfiedDissatisfie

137、dNeutralFairly SatisfiedVery Satisfied20.18%49.78%19.96%17.32%9,87%Quality of communication between the school and parents6.8%5.92%64.25%26.10%28.95%55.48%24.34%55.48%26.54%48.68%36.18%53.51%29.61%46Section C-Current ParentsCurrent parents were asked about how schools could improve further and make

138、helpful changes.Academic support and focus was often mentioned as was the quality of teaching,leading to Oxbridge entry.Communication with parents in Chinese was also seen as an important matter.The cultural changes were identified by some with a desire to see schools helping students to like their

139、schools more.Here again we see a request for schools to do more in the whole area of induc-tion.Parents were keen to see their children adapting to school life as soon as possible so they can flourish happily and healthily.The relationship between teachers,students and parents emerged in several req

140、uests.This was expressed in the desire for greater continuity and stability amongst teachers as well as their over-all quality.Some parents expressed a strong desire for their children to be allowed to stay in school during exeat weekends without incurring any extra charge.They also wanted schools t

141、o cultivate the childs ability to be independent.10.How schools could improve47Section C-Current ParentsUnderstanding amongst current parents over the responsibilities and functions of guardianship agencies remains an area of weakness,and 44%had little or no clear idea about this.The percentage of t

142、hese with little or no clear idea of guardianship has grown by 16%over past three years and must surely be an area for greater publicity,where schools and agents should work together to raise awareness among parents.11.Awareness of guardianship agenciesChart 29:Awareness of guardianship before Curre

143、nt Parents chose their guardiansI had no understanding 10.75%I had a good understanding10.75%I understood somewhat 52.19%I had heard of this but do not know much about it 33.33%48Section C-Current ParentsCurrent parents identified certification with AEGIS and BSA as the most important factor in choo

144、sing a guardianship agency(78.51%).The ability of the agency to understand the cultures of both Britain and China and the ability to communicate bilingually was also highly favoured(61.62%).Rising considerably in the order of importance this year was the guardianship agencys ability to provide guida

145、nce over future university entrance plans(54.17%vs 17.35%in 2021).These statistics suggest far greater focus is now being given by parents to onward progression and the linkage between school and university.12.Choosing guardiansChart 30:Important factors for Current Parents choosing guardians35%Cert

146、ified by AEGIS or BSA Agencys ability to understand the cultures of both countries and ability to communicate bilinguallyGuidance for future university entrance plans Sufficient student numbers(sufficient experience)Regular academic feedback and academic guidance and student supportSolid arrangement

147、s for Exeat weekends and school holidaysCost of the service 0%20%40%60%80%49Section C-Current ParentsParents placed greatest value on the guardians ability to deal with emergency situations (84.65%)and this service was very much in line with previous years.Communication between school and parents wi

148、th provision for academic support was placed second in the list with 67.32%,up by 17%on the previous year.The professionalism of the guardianship agency staff(46.93%)and the facility for parents and children to easily make contact with guardians was also much valued.(44.74%).13.Most valued services

149、provided by guardiansChart 31:Most valuable guardianship services-Current ParentsAbility to deal with emergency situationsCommunication between school and parents andprovision of academic supportProfessionalism of the guardianship agency and staffManagement of administrative affairs,such as transpor

150、t links Availability and contact-children and parents can contact the guardianship agency at any time and receive a timely replySolid arrangements for exeat weekends and school holidays0%10%20%30%40%50%60%70%90%80%50Section C-Current ParentsCurrent parents taking part in the survey were given the ch

151、ance to comment on their childs guardianship scheme.Here there was a general request for more involvement and better communication,helping parents to make complex arrangements in order to support the child in many different ways.Better communication was also requested with teachers,including guidanc

152、e over university application planning,pre-examination course advice and other academic matters.For some it was simply the ability to reply more promptly to emails.Much is expected of guardians,not least their ability to act effectively in place of parents.This included helping the child to become m

153、ore independent.It is important to note that a substantial group of the parents in our survey were very pleased with their childs guardians and happy to keep things as they are.14.Changes in guardianshipWellington CollegeThe positive contribution made by Chinese students within UK boarding schools i

154、s now well-known and welcomed.It is good to know that this positive relationship goes two ways and to read the responses of 967 mainland Chinese parents who have made the huge commitment to send their children to school in the UK.The 2023 report is divided into sections so that we are able to see se

155、parately the answers both of parents whose children are already in our schools and of those who are strongly considering placing their children into our education system.It is also useful that 26%of the survey answered last years survey,as this gives an indication of changes in opinion.It is clear t

156、hat the UK boarding sector remains highly regarded and,despite the difficulties of the last few years,parents greatly appreciate the high levels of professionalism and care shown to their children.73%of responses said that they had chosen a UK school so that their child could benefit from a well-rou

157、nded education and that percentage was up from 41%in 2021.An under-standing of all that a British boarding education can offer does not mean however that Chinese parents are less ambitious than before:50%say that a top driver for their decision is to enable their child to get into a top global unive

158、rsity and that percentage is up from 33%in 2021.71%of Chinese parents say that the decision to send their child to a British boarding school is based on their childs own wishes,and 76%that the timing is predicated on the childs level of independence.In this context it is interesting to note that the

159、 number of parents choosing to send their child to boarding school at prep level has gone up from 7%in 2021 to 11%.Our sector is increasingly aware that we operate in a global market place with international parents choosing from several other destinations.Parents in all three years of our survey ch

160、ose security,safety and acceptance of international pupils as the major drivers for choosing a destina-tion.It is extremely pleasing to note that these are not such issues as they were in our previous surveys,having decreased as parental worries from 85%to 73%.Additionally,concerns about food and ac

161、commodation have decreased from 35%to 20%,although schools will still wish to take note of these figures.Conclusions and recommendations52Conclusions and recommendations53Conclusions and recommendationsSo what are the increasing concerns for parents?These divide into two categories:those con-cerns w

162、hich schools are able to help with and those that are beyond our power to control,at least as individual institutions.In the first category we have:44%of current parents had little or no idea about the responsibilities and functions of an edu-cational guardian.Knowledge of guardianship overall has r

163、educed from 54%last year to 34%this year.This may be due in part to the fading focus on Covid but with the recent changes to the NMS there is clearly a need for schools to play their part in explaining(and arguably enforc-ing through their policies and procedures)the need for every international pup

164、il to have an active BSA certified guardian.Schools need to be satisfied that they are fulfilling their obliga-tions to the children in their care.Likewise schools on the UKVI register of student sponsors must be sure that they are fulfilling their duties30%of parents felt their children were unable

165、 to keep up in school,owing to language and cultural difficulties.Schools may need to refresh their admissions,pre-sessional and induction procedures as well as considering training of academic and pastoral staff with teaching and integration strategies for non-native speakersIndividual answers to o

166、pen questions suggest that parents with children already at school here would value more and better communication from schools and also would like schools to allow international pupils to stay in school for exeats.54Conclusions and recommendationsHowever there are other issues that schools cannot so

167、 easily influence.The new questions in this years survey show clearly the concerns that political developments,in both the UK and China,cause to current and potential parents and the effect they have upon their decisions:In conclusion,the development of trusting partnerships between schools,parents,

168、pupils and guardians remains the objective.Great communication,making use of technological advances,enables high levels of access and participation amongst parents and guardians.Continued school commitment to personal service,and individual attention to detail,is always appreciated.We must also bear

169、 in mind as a sector that we do not exist in a vacuum.The economic and politi-cal environments in both the UK and China will affect the parental decision making process.Uni-versities and schools are strongly interconnected in this regard.We already knew from our previous surveys that graduate employ

170、ment and immigration pros-pects were high on the list of reasons for choosing the UK.12%of parents stated this in 2021 but that figure is 28%this yearAdditionally,21%of Chinese families state that reducing the length of the Post-Study Work visa,which permits international graduates to continue resid

171、ing in the UK to search for employ-ment,would lead them to consider studying in a different country.A further 37%said it would negatively influence that decision.Conversely,any relaxation in UK immigration policies would be a key factor for 20%of respondents in choosing this country for education an

172、d another 46%would be positively influenced to study here.Meanwhile the perceived decline in Oxbridge admissions from independent schools was important to 20%of parents and would influence the decision of a further 56%on which coun-try they choose for their childs educationFinally,the addition of VA

173、T onto schools fees would impact the decision making of 60%of parents,with 8.7%saying it would make them choose another country for their childs educa-tion.Clifton CollegeHow are schools in China changing?What kinds of pressure are students under in their current settings in China and the UK?How do

174、Chinese families gain an accurate picture of study opportunities at UK schools?Do schools offer study courses preparing students for possible future entry?Will the chosen school be able to provide appropriate academic,pastoral and logistical support for the international student?Are agents fully in

175、touch with current school standards and specialisms before they advise parents?What are the differences between the various school types and the curricular experiences they offer?Are numbers of international schools growing in China and do they lead mostly to international university entrance?How well prepared is the student for the broad UK curriculum?How easy will they find it to access language based subjects?Areas for further consideration56Areas for further consideration