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U.S. Dept of Commerce Ranks China as Number One Prospect in Education Sector

U.S. Dept of Commerce Ranks China as Number One Prospect in Education Sector

U.S. colleges and universities remain the preferred overseas destination for students from China. According to the 2016 Open Doors Report, 328,547 students from China were studying in the U.S in the 2015-2016 academic year. That constitutes an 8% increase from the previous year. China remains the leading country of origin for the seventh year in a row, comprising 31.5% of all international students studying in the U.S. In 2016, Chinese students in U.S. colleges and universities contributed $11.43 billion to the U.S. economy, (Source: U.S. Department of Commerce). U.S. colleges and universities remain the preferred overseas destination for students from China. According to the 2016 Open Doors Report, 328,547 students from China were studying in the U.S in the 2015-2016 academic year. That constitutes an 8% increase from the previous year. China remains the leading country of origin for the seventh year in a row, comprising 31.5% of all international students studying in the U.S. In 2016, Chinese students in U.S. colleges and universities contributed $11.43 billion to the U.S. economy, (Source: U.S. Department of Commerce).

The U.S. Department of Commerce 2016 Top Markets Report for the education sector ranks China as the number one prospect. According to the Open Doors report, 57% of Chinese students pursued majors in Business/ Management, Engineering, Math, and Computer Science. During the 2015-2016 academic year, New York, California, and Texas were the states that attracted the most international students, including those from China. The U.S. Department of Commerce 2016 Top Markets Report for the education sector ranks China as the number one prospect. According to the Open Doors report, 57% of Chinese students pursued majors in Business/ Management, Engineering, Math, and Computer Science. During the 2015-2016 academic year, New York, California, and Texas were the states that attracted the most international students, including those from China.


There is no doubt that the desire of Chinese students to enroll in U.S. institutions is high, fueled by increasing disposable incomes and the prestige associated with attending well-known U.S. institutions. There is no doubt that the desire of Chinese students to enroll in U.S. institutions is high, fueled by increasing disposable incomes and the prestige associated with attending well-known U.S. institutions.

The U.S. continues to experience a growing number of undergraduate students from China with an upsurge of recent graduates undertaking Optional Practical Training (OPT) –temporary employment that is directly related to a particular area of study. In 2015-16, the total breakdown of Chinese individuals studying in the U.S. was 41.3% undergraduate, 37.5% graduate students, 5.3% other;, and 15.9% OPT (up 21% from last year). The U.S. continues to experience a growing number of undergraduate students from China with an upsurge of recent graduates undertaking Optional Practical Training (OPT) –temporary employment that is directly related to a particular area of study. In 2015-16, the total breakdown of Chinese individuals studying in the U.S. was 41.3% undergraduate, 37.5% graduate students, 5.3% other;, and 15.9% OPT (up 21% from last year).

Chinese children are provided with nine years of free, compulsory education from elementary to junior high school. On November 7, 2016, the National People’s Congress (NPC) revised the “Private Education Promotion Law,” banning private, for-profit schools from offering compulsory education to first- through ninth-graders. Chinese children are provided with nine years of free, compulsory education from elementary to junior high school. On November 7, 2016, the National People’s Congress (NPC) revised the “Private Education Promotion Law,” banning private, for-profit schools from offering compulsory education to first- through ninth-graders.

Leading Sub-Sectors Leading Sub-Sectors
Short-term training programs, technical schools, and workshops in specialized fields as well as business education are particularly sought after. In December 2011, China’s National Development and Reform Commission (NDRC) along with the Ministry of Commerce (MOFCOM) jointly released a revised edition of the Guiding Catalogue on Foreign Investment in Industry which added “training and vocational education” to the “encouraged” list of industries for foreign direct investment. The Catalogue includes four categories: "encouraged," "restricted," "prohibited," and "permitted". U.S. educational organizations can also sell teaching materials and equipment, convey the latest methodologies and case studies, exchange faculty, and provide educational consulting services. In addition, more and more Chinese high schools have created international programs to send their students to study in foreign high schools. Short-term training programs, technical schools, and workshops in specialized fields as well as business education are particularly sought after. In December 2011, China’s National Development and Reform Commission (NDRC) along with the Ministry of Commerce (MOFCOM) jointly released a revised edition of the Guiding Catalogue on Foreign Investment in Industry which added “training and vocational education” to the “encouraged” list of industries for foreign direct investment. The Catalogue includes four categories: "encouraged," "restricted," "prohibited," and "permitted". U.S. educational organizations can also sell teaching materials and equipment, convey the latest methodologies and case studies, exchange faculty, and provide educational consulting services. In addition, more and more Chinese high schools have created international programs to send their students to study in foreign high schools.

While there has been a great increase in online learning platform enrollments, it is important to note that degrees obtained solely online are not officially recognized by relevant Chinese overseas degree accreditation authorities. While there has been a great increase in online learning platform enrollments, it is important to note that degrees obtained solely online are not officially recognized by relevant Chinese overseas degree accreditation authorities.


Opportunities Opportunities
There is no doubt that the desire of Chinese students to enroll in U.S. institutions is high, fueled by increasing disposable incomes and the prestige associated with attending well-known U.S. institutions. Also supporting this trend is the eligibility of qualified Chinese students and exchange scholars and their dependents to receive multiple-entry visas valid for up to five years. There is no doubt that the desire of Chinese students to enroll in U.S. institutions is high, fueled by increasing disposable incomes and the prestige associated with attending well-known U.S. institutions. Also supporting this trend is the eligibility of qualified Chinese students and exchange scholars and their dependents to receive multiple-entry visas valid for up to five years.

U.S. institutions will have to remain active in the promotion of American education in China as competition for Chinese students from other English-speaking countries has increased. An expanded domestic education market has also created greater opportunities for students to pursue higher education without leaving China. This trend will continue as Chinese officials actively advocate for partnerships with foreign institutions that offer a “0+4” joint degree ,meaning all academic work takes place in China but the degree obtained is valid in both China and the country of the partner institution. U.S. institutions will have to remain active in the promotion of American education in China as competition for Chinese students from other English-speaking countries has increased. An expanded domestic education market has also created greater opportunities for students to pursue higher education without leaving China. This trend will continue as Chinese officials actively advocate for partnerships with foreign institutions that offer a “0+4” joint degree ,meaning all academic work takes place in China but the degree obtained is valid in both China and the country of the partner institution.

Education technologies and e-learning products are gaining traction through large-scale deployment and via content digitization efforts in the various federal, provincial, and municipal school systems. Other supporting trends are the high demand for English language learning, consumer demand for online test prep products, and increasing enrollment in online education. One trend that is unique to China is the high demand for early childhood learning products, leading to the rapid adaption of e-learning solutions in early childhood. Education technologies and e-learning products are gaining traction through large-scale deployment and via content digitization efforts in the various federal, provincial, and municipal school systems. Other supporting trends are the high demand for English language learning, consumer demand for online test prep products, and increasing enrollment in online education. One trend that is unique to China is the high demand for early childhood learning products, leading to the rapid adaption of e-learning solutions in early childhood.