the critical role of intensive english programmes in the us
Post on 22-Oct-2014
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In the US, as in all English-speaking destination countries, Intensive English Programmes (IEPs) are often the first point of entry for international students coming to study. They range in nature and duration, providing everything from pre-degree academic English or subject-specific English to general English training lasting from one week to several months. The following slides are from a recent presentation at the ICEF Miami Workshop given by Kathryn Kohut, Executive Director of English USA. Ms Kohut reported on trends in this important sector of the US higher education landscape as well as policy developments in three areas student recruitment agents should be aware of: The Accreditation of English Language Programs Act, conditional admissions and bridge programme procedures, and the annual vacation policy. A feature interview with ICEF Monitor (in three parts) follows, and you can read our accompanying article ''Key policy issues afoot for US ESL providers'' here: http://bit.ly/1pNFmj4.TRANSCRIPT
Presenter:
Kathryn Kohut, Executive Director
The Critical Role of Intensive English Programs in the USA
Presented by:
Industry Growth
• Enrollment Growth in specific markets
• Government Sponsored Programs such as Iraqi
Scholarships and Brazil Without Borders
Critical Policy Topics
• Pending Policy: Conditional Admissions and Bridge
Programs; IEP Vacation Policy
• Congressional stops and starts in Immigration
Reform
• Accreditation Act deadline December
EnglishUSA is Growing!
• Largest professional development conference ever
• First Stakeholders Conference in DC
• Unprecedented growth in membership: 40 new programs in 2013!
• Role of Intensive English Programs (IEPs)
• Snapshot: IEPs in the USA
• Recent Enrollment Trends
• Hot Topics!
• What is EnglishUSA?
• How do we support the IEP field?
• Question and Answer Time
• The IEP often serves as the point of entry for
students coming to the USA.
• It provides pre-degree academic English or
English for specific purposes (e.g. medical, law,
etc.).
• It provides general English training for students
(from 1 week to several months).
• It may provide customized individual or group
programs (e.g. summer camps, specific grant
programs, tours, or scholarships).
• It often serves as a center for internationalization
efforts in the campus or community.
1. According to SEVP, how many
students were enrolled in language
training in the USA as of March 2013?
2. What was the #1 country of origin for
these students?
3. What was the #2 country of origin?
4. What is the average length of stay for
an IEP student?
5. Which country showed the largest
increase from 2011 to 2012?
1. 99,328 active students, or 11% of the
total active F-1 or M-1s in the USA.
2. Saudi Arabia was the #1 country of
origin.
3. Not far behind, China was the the #2
country of origin.
4. It is estimated that the average length
of stay for an IEP student is 15 weeks.
5. Saudi Arabia with an estimated
growth of 42% in 2012. China
followed at about 27% growth.
Intensive English Programs are:
• Full-time (18 clock hours per week or more)
• Authorized to enroll non-immigrant
students who are studying on the F-1
Student Visa Program.
• Where students learn English skills for
academic, career, test prep and/or
general communication.
Intensive English Programs are classified as:
• Being under the governance of a college or university
• Single proprietary institutions (campus or city-based)
• Non-profit, vocational, and other types
We have over 350 member programs; we estimate there to be
over 500 intensive English programs in the USA.
• IEP enrollment represents about 10-
12% of active F-1/M-1 students.
(33% Undergraduate,
25% Masters, 13% Doctorate,
8% Associates, 5% secondary,
4% other)
• Overall, IEP enrollment increased 3%
from 2012 to 2013, according to Open
Doors.
• Saudi Arabia and China continue to
drive IEP enrollment in the US, with a
growth of 42% and 27% respectively
from 2011 to 2012.
TOP US Destinations
New York City Metropolitan Area
Los Angeles Metropolitan Area
States: Texas, Massachusetts, Florida, California, Illinois
Top Ten Countries of Origin for IEP students
1. Saudi Arabia 6. Taiwan
2. China 7. Turkey
3. South Korea 8. Venezuela
4. Japan 9. Germany
5. Brazil 10. Vietnam
IEP Enrollment since 2000, Open Doors
World Regions of Origin, 2011
1) Ramifications of The Accreditation of Intensive English
Language Programs Act.
- Went into effect in December 2011. Unaccredited programs must
secure accreditation by December 14, 2013.
- Stand alone vs. “combined” programs.
- Huge volume of applications for two main accrediting bodies to
review. Needed to hire more staff, add more review cycles.
- Difficult for brand new private programs to gain SEVP
authorization = increases value of existing, accredited programs.
Encourages existing programs to add locations.
2) Increasing enrollments and managing diversity within
programs.
3) Conditional admissions procedures (university-based
programs). SEVP has published two rounds of draft policy
guidance. We are still waiting for the final policy guidance on this.
4) Annual Vacation Policy – SEVP has published one round of draft
policy for this, allowing programs to provide comments. We are
eagerly awaiting the final policy guidance on this.
www.ice.gov/sevis/accreditation-act
https://www.ice.gov/sevis/esl/faq.htm
http://studyinthestates.dhs.gov/2013/12/schools-upcoming-esl-accreditation-act-
deadline
http://studyinthestates.dhs.gov/2013/10/extension-of-deadline-for-commenting-
on-policy-draft-guidance
EnglishUSA promotes and supports
ethical and professional
standards for intensive English
programs in the U.S.
communicates and champions
the value of English language
study
enhances the visibility of
member programs
and fosters professional
development among members.
What we are:
• Professional membership
organization of accredited
intensive English programs.
• Over 350 member IEPs in 49
states; many types of
programs.
• Critical Information source
for the IEP Field.
• We have one Executive
Director and a volunteer
Executive Board from the
industry.
What we’re not:
• We are not an
accrediting body.
• Our organization does
not own or operate
any schools.
Executive Board, 2013-2014
1) For Member Programs: Provide policy
updates, organize advocacy efforts and policy
comments, provide professional development
and opportunities for networking throughout
the year. We also promote our member
programs through detailed website profiles, an
annual directory, and conference exhibitions.
1) For Agents: We provide detailed profiles of all
of our member programs, with opportunities to
search for specific types of programs. We are
also happy to answer questions and provide
information. Finally, we offer an Associate
program.
• Must be accredited by ACCET, CEA or
under the governance of a regionally
accredited institution.
• Stand-alone programs, university and
college-based programs.
• Programs must meet our quality
standards, such as providing at least
18 hours per week of English training,
having dedicated staff, and providing
student services.
Nearly 150 attendees representing programs in 20 states!
San Francisco, CA
Washington, DC October 2013
6th Annual Professional Development Workshop
for IEPs, San Francisco - January 23 – 24, 2013
Member and Non-Member IEPs welcome; registration closing soon!
Ask us about Exhibitor and Sponsorship Opportunities.
Increase the visibility of member
programs by exhibiting,
presenting, and attending events
on behalf of IEP membership.
IEP focused
SEVP
Presentation,
NAFSA 2013
Contact Information:
Kathryn Kohut, Executive Director [email protected]
www.englishusa.org
For more information, please stop by
Exhibitor Booth 59 during the workshop.