Mobility Trends

OPT’s Critical Importance to Enrollment and Other Takeaways from the 2019 Open Doors Report

Published: December 10, 2019

Even with a strong rise in OPT enrollment, growth in the total number of international students studying and working in the U.S. this past year was marginal.

How Germany Became an International Study Destination of Global Scale

Published: October 22, 2019

This article describes Germany’s current trends in inbound student mobility and profiles the steps the country has taken to facilitate student inflows.

Education in Rwanda

Published: October 15, 2019

This overview of current educational trends in Rwanda features information about the country’s education system, student mobility trends, and more.

Education in Jamaica

Published: September 10, 2019

This overview of current educational trends in Jamaica features information about the country’s education system, student mobility trends, and more.

Education in Bangladesh

Published: August 1, 2019

This overview of current educational trends in Bangladesh features information about the country’s education system, mobility trends, and more.

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↑ 1.	Spaull, Nick, “Black graduate numbers are up,” Mail & Guardian, May 13, 2016, accessed April 2017, https://mg.co.za/article/2016-05-17-black-graduate-numbers-are-up
↑ 2.	A note on source data: Student mobility data from different sources such as UNESCO, the Institute of International Education, and the governments of various countries may be inconsistent, in some cases showing substantially different numbers of international students, whether inbound, or outbound, from or in particular countries. This is due to a number of factors, including: data capture methodology, data integrity, definitions of ‘international student,’ and/or types of mobility captured (credit, degree, etc.). WENR’s policy is not to favor any given source over any other, but to be transparent about what we are reporting, and to footnote numbers which may raise questions about discrepancies.
↑ 3.	MacGregor, Karen: Major survey of international students in South Africa, University World News, 06 September 2014 Issue No:333, Accessed April 2017. http://www.universityworldnews.com/article.php?story=20140905134914811
↑ 4.	http://www.education.gov.za/
↑ 5.	Challenges with data exist in counting low-fee schools in many countries. Per CDE, “According to the Department of Basic Education (DBE) in 2014 there were 1,681 registered independent schools (6.5 per cent of all schools) in the country and 538,421 (4 per cent of all learners) were enrolled in them.24 However, the sector is undercounted as researchers have found and government recognises.25 UMALUSI, the statutory body with the mandate to accredit all independent schools, estimated that in 2013 there were about 3,500 independent schools.” Bernstein, A. “Low Fee Private Schools: International experience and South African realities,” Centre for Development and Enterprise, 2015. http://www.cde.org.za/wp-content/uploads/2015/05/LOW-FEE-PRIVATE-SCHOOLS.pdf
↑ 6.	Spaull, Nic: Schooling in South Africa: How low-quality education becomes a poverty trap, http://ci.org.za/depts/ci/pubs/pdf/general/gauge2015/Child_Gauge_2015-Schooling.pdf, 35 Accessed March 2016.
↑ 7.	Spaull, Nic. “For-profit schooling in SA: An overview and discussion for the IEB.” September 2, 2015. Retrieved from https://nicspaull.com/presentations/
↑ 8.	Department of Higher Education, Strategic Plan for Fiscal Years, 2015/16- 2019/20, p. 16.
↑ 9.	In 2008, the NSC replaced the Senior Certificate as the final school-leaving certificate.
↑ 10.	Wedekind, Volker: NSC Pass Requirements: A discussion document for Umalusi on the NSC Pass mark, http://www.UMALUSI.org.za/docs/research/2013/nsc_pass.pdf, accessed April 2017.
↑ 11.	“UMALUSI’s role in Education and training in South Africa,” Council for Quality Assurance in General and Further Education and Training, accessed February 6, 2017, http://www.UMALUSI.org.za/show.php?id=2894.
↑ 12.	Spaull, Nic: Schooling in South Africa: How low-quality education becomes a poverty trap, http://ci.org.za/depts/ci/pubs/pdf/general/gauge2015/Child_Gauge_2015-Schooling.pdf, Accessd March 2016.
↑ 13.	Ibid., 36.
↑ 14.	South African National Qualifications Framework,” South African Qualifications Authority, accessed February, 2017, http://www.saqa.org.za/list.php?e=NQF.
↑ 15.	As described by the University of Stellenbosch, notional learning hours are “the estimated learning time taken by the ‘average’ student to achieve the specified learning outcomes of the course-unit or programme. They are therefore not a precise measure but provide students with an indication of the amount of study and degree of commitment expected. Notional learning time includes teaching contact time (lectures, seminars, tutorials, laboratory practicals, workshops, fieldwork etc.), time spent on preparing and carrying out formative and summative assessments (written coursework, oral presentations, exams etc.) and time spent on private study, whether in term-time or the vacations.”
↑ 16.	See: http://www.dhet.gov.za/ – Pages 8-9
↑ 17.	Levy, Daniel C.:South Africa and the ForProfit/Public Institutional Interface, https://ejournals.bc.edu/ojs/index.php/ihe/article/download/7011/6228, Accessed March 2017.

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