Choose your workshop sessions Monday 20 November (day 1) morning – slot 1 – 11.00-11.55 20.1.1 Education Is GREAT – competing globally to realise TVET ambitions – Jane Rexworthy, international director, People1st The global demand for Technical and Vocational Education and Training (TVET) is experiencing rapid growth. Governments across the world are seeking to encourage more young people into TVET career routes; rapid technological advances mean that the workforce needs its skills updated to meet this insatiable demand. Employers want more ‘work-ready’ staff to drive their businesses forward. For a UK TVET provider to compete successfully on the global stage, the need for a coherent skills offer, one that is proven to positively impact individuals, industries, and society, is key. Understanding customer needs is vital. UK TVET providers must articulate and deliver world-class TVET solutions that lead to successful systemic change every time. This session highlights how UK TVET providers can work individually and collaboratively to successfully compete for a share of this growing global TVET marketplace. There will be case studies and discussion. Useful tools and techniques will be shared, to support improved competitiveness. The real challenge is not whether you do, but whether you dare not!

20.1.2 Malaysian HE reform and UK-Malaysia partnerships - Dr Mohd Nor Azman Hassan, deputy director general, Ministry of Higher Education, Malaysia Malaysia’s Ministry of Higher Education leads this workshop to explain recent HE reform in the country and to discuss the keen desire in the Malaysian government and in the institutions for partnerships with the UK. The latest reforms are designed to ease, facilitate and support international collaborations and partnerships. At the recent Malaysia-UK HE Networking Forum in London, six Malaysian institutions attended and spoke, and over 25 UK institutions attended. This workshop will make clear the excellent opportunities for UK institutions in Malaysia.

20.1.3 Building Better Futures - developing new international secondary education programmes - Kevin Ebenezer, Cambridge International Examinations Cambridge International Examinations is the world’s largest provider of age 14-19 international education which includes Cambridge IGCSE, Cambridge O levels and Cambridge International AS & A Levels. Building Better Futures will discuss Cambridge’s recent work with governments and national education organisations to design and implement changes to education systems that improve educational outcomes and deliver real, tangible benefits. The session will feature case studies: Cambridge’s role in the development of new secondary education programmes in Kazakhstan; Egypt; and Armenia. The challenges faced in set-up will be examined, and also the ongoing programme of quality management of these systems.

20.1.4 Digital mobility and digital credentials - Dik van der Val, head of international services, DUO DUO is the executive agency of the Dutch Ministry of Education, Culture and Science, and is a global leader in ‘digital credentials’. Dik van der Val of DUO leads this workshop which demonstrates the exciting potential of digital credentials and digital mobility. DUO owns the Dutch Diplomaregister; where all qualifications data from Dutch formal secondary, vocational and higher education are digitally stored. This assists and supports enrolment – enrolment in the Netherlands is a totally digital process for Dutch citizens. The system provides citizens with an official, permanent, digital back-up of their qualifications held. The digital register also helps to prevent fraud. The ambition is to extend this internationally - for students going to the Netherlands and also for Dutch students going abroad. DUO first put forward the worldwide initiative called the Groningen Declaration (www.groningendeclaration.org) and this is attracting growing interest. DUO has initiated several international pilots, for example with China, and this workshop will provide a progress report on these important pilot studies.

20.1.5 Managing risk in international education – Marie Green, director, global mobility, PwC Marie Green has over 15 years’ professional experience on international mobility issues and is a member of the PwC national higher education team. Entry into new international activities and operations always carries elements of risk. This session considers how these risks can be properly evaluated, planned for and managed. A better understanding of risk can instil much more confidence in moving forward to fully explore, assess and exploit potentially exciting and valuable international opportunities.

20.1.6 What is English language proficiency? – an interactive panel featuring John Wrigglesworth of BALEAP and Sheffield Hallam University; Dr Andy Blackhurst of Cambridge English; Kate Monroe of Edinburgh University; and chaired by Chris Lyons, head of research and development, UK NARIC To be ‘proficient’ in English is a common requirement asked of individuals: to prove their ability to enter the UK; to work in specific professions; or to access further or higher education – the level of English is often a central consideration. But – what does ‘English language proficiency’ actually mean – conceptually and in day-to-day practice? This lively, interactive panel discusses how language tests measure ability differently; whether language scores are appropriate indicators of ability; and if so, how easy or difficult is it to identify relevant threshold scores for education or employment? In short, how much does a proficiency score help when selecting appropriate students or job candidates? Audience engagement welcome in finding the answers!

20.1.7 Megatrends: the global power and population shift from developed to emerging economies – with Nick Stevenson of ICEF Monitor The economies of Mexico and Indonesia will surpass those of the UK and France by 2030. China is set to overtake the US by 2028. In the next 30 years, Nigeria and Vietnam are set to be among the world’s fastest-growing economies. This shift in power and population is already having an effect on patterns of international student mobility, and needs to be considered now as well as being key to long-term strategy. This workshop looks at these big economic, political, and demographic trends, and how they are re-shaping the landscape of international student recruitment.

Choose your workshop sessions Monday 20 November (day 1) morning – slot 2 – 12.00-12.35 20.2.1 Combating degree counterfeiting: protecting reputations and reducing risk – Reeta Behm, Botosoft Technologies Issuing digital examination certificates does more than simply reduce the paper trail; it has become a fundamental aspect of many HE institutions’ fraud prevention strategy. Degree counterfeiting presents a growing risk to an institution’s reputation and also has an impact on graduates, with knock-on implications for student recruitment. For HE admissions, accurate verification of qualifications is essential for Tier 4 compliance.

Digitisation is becoming a fundamental safeguarding tactic in the prevention and detection of certificate counterfeiting.

This session reviews how well thought out online brand protection policies, SMART solutions and best practice can be implemented – referring to case studies from global education bodies.

20.2.2 Managing ‘multiple affinities’ – overcoming brand awareness challenges in transnational education – Dr Gretchen Dobson Education systems are confronting massive, unprecedented change and uncertainty, resulting in a power shift from institutions to individual students, enabling students to move across borders and between universities to exercise individual choice and control over the timing, place, path and pace of their own learning. From the viewpoint of alumni relations, these factors challenge our conceptual understanding of that as a one-to-one relationship between a single university and its graduates. This session explores the nature and perceptions of multiple affinities: how affinity is built between individuals and institutions, and changes without respect for the sense of place or programme; the question of competition between institutions co-sponsoring academic degree programmes; and the importance of identifying alumni and building meaningful relationships.

20.2.3 Supporting refugees in admission to study and work: new tools and processes – Rose Chacko of UK NARIC UK NARIC is currently involved in two important pan-European projects focused on supporting the recognition of refugees’ qualifications without documentation: the ‘European Qualifications Passport for Refugees’ (EQPR); and ‘Refugee Qualifications Toolkit’. The EQPR concept was co-devised by UK NARIC and is currently undergoing a one-year pilot in Greece; it provides a way (at national or European level) of dealing with refugees who have missing or partial documentation and helping to ensure qualifications and skills can be recognised. The toolkit project aims to develop processes and tools for qualification recognition for refugees that can be used at the institutional level. This session details the EQPR pilot process, and explains the tools which will be provided in the toolkit. The session is led by Rose Chacko, who has been taking part in the EQPR pilots in Greece – so there is an opportunity to share directly the practical experience gained through the projects.

20.2.4 Education in Iran and Azerbaijan – Monika Krzebietke, UK NARIC This session with UK NARIC training and development coordinator Monika Krzebietke gives an overview of the structure of the education systems and main qualifications in Iran and Azerbaijan. It also provides an update on recent developments and trends in these interesting country markets. Recently returned from delivering training in Australasia and the Gulf States, Monika and her team are developing a more extensive half-day training course on Turkey, Iran and Azerbaijan, markets predicted to grow strongly in the next decade.

20.2.5 New Confucian-based international school awards. Kong Lingtao, chair of the Confucius International Education Group The Confucius International Education Group is a large operator of private schools, with state-of-the-art campuses in China and in the UK. Uniquely, the educational philosophy of the schools is drawn from Confucian principles, and the internationalised ‘New Six Competences’ education system aims to fuse the best of Confucian ‘Six Arts’ thinking with Western ideas. This exciting new educational model is committed to the development of whole-student education with international perspective and skills. CIEG is now moving into the development of international school awards based on these ideas and, in this session, Kong Lingtao, chair of the World Confucius Foundation and CIEG, introduces these new developments and explains how modern Confucianism can be relevant to today’s international school students.

20.2.6 Right to work – how Tier 2 compliance affects Tier 4 licences – Naomi Goldshtein, Fragomen Worldwide Educational institutions are usually Tier 2 sponsors and Tier 4 sponsors. As such, your ability to maintain accurate checks and records of your employees' right to work is crucial. Failure to comply with your Tier 2 responsibilities can cost you your Tier 4 licence – the two sponsor licences are linked. Obviously, this can have significant consequences for revenues and future planning. Join this session with Naomi Goldshtein, a senior compliance expert from Fragomen Worldwide, specialists in immigration law, to gain a high-level overview of the importance of migrant tracking and maintaining accurate right to work checks within the education sector.

20.2.7 All you need to know about IELTS in 30 minutes – Ben Wakeford, IELTS A short interactive session on some of the key aspects of IELTS: test format, content, band scores, locations, availability, booking, preparation, verification, results delivery, and UK Visa and Immigration requirements. IELTS – the International English Language Testing System – is a test for people who intend to study, work or train where English is the primary language of communication. IELTS test results are used for admission to universities, colleges and professional bodies, as well as for immigration to English-speaking countries.

Choose your workshop sessions Monday 20 November (day 1) afternoon – slot 3 – 13.45-14.40 20.3.1 Immigration policy update: social and economic evidence of international students’ impact – Eleanor Jubb, UUK This session presents the real facts about student migration, as UUK policy analyst Eleanor Jubb updates delegates on the current policy landscape for international student recruitment. She will cover the political context (including net migration and international competition), Brexit, recent UUK activity, latest migration policy, and the Migration Advisory Committee commission on international students.

20.3.2 Tricks test takers try – Raymond Nicosia, Sandy Bhangal, ETS As technology becomes increasingly sophisticated, so do efforts to cheat on standardised tests. In this session, the head of security at ETS will describe the evolution of cheating, and the serious and sometimes humorous methods used. The session will also discuss how ETS continually innovates to meet evolving security challenges. It will explain the security features of TOEFL score reports, and what an institution should do if there are concerns about a score’s validity. Audience discussion will allow institutions to share their experiences.

20.3.3 Opportunities in China – the AIR partnerships programme – UK NARIC and, from China, Guangcai Dong, of Liaoning Normal University and leader of the Expert Advisory Group of the UK-China AIR programme

The drive towards more practical and vocationally relevant education in Chinese universities and colleges, and greater integration of industry and education, are important themes in Chinese national policy at present. These are priorities in China’s current Five-Year Plan.

This is the focus of the new UK-China AIR programme for the development of Applied and Industry-Relevant courses and qualifications. UK NARIC is the exclusive facilitator for this programme to build partnerships between Chinese HE institutions and our members in the UK, through an agreement between UK NARIC and CSDP, China’s National Schooling and Development Programme Centre – an agency of the Ministry of Education of China.

This session will provide information about the programme and how to get involved. There are opportunities for Q&A on the detail of the programme, direct with the Chinese representatives.

20.3.4 Home Office policy update and changes to the SMS system – Bharat Pamnani, Tier 4 Sponsorship, UKVI; Sheena Kerr, Student Policy, Border, Immigration & Citizenship Policy, Home Office The Home Office representatives will give a briefing on the latest updates to Home Office immigration policy and Tier 4 rules and processes, and the latest on what you need to know as a Tier 4 sponsor. The speakers will also provide information on the recent long-overdue changes to the SMS system.

20.3.5 Market focus: Turkey. Martyn Edwards IDP, Sirin Myles In this session, the co-authors of a recent report on recruitment from Turkey will share their findings on student mobility trends, as well as broader political and economic factors that shape the international education landscape of the country. The Turkish market has much to offer UK universities: with a resilient emerging economy, high quality local schools and universities, Turkey provides a real opportunity. Turkish students are interested in a diverse range of subjects and study levels, and are hard-working and sociable. They make a significant contribution to student life on campus and bring a richness of cultural experiences and viewpoints; remaining engaged as active alumni.

20.3.6 Lessons learned: case studies in transnational education and transnational activities – discussion panel with Peter Monteath, Cambridge Assessment International Education; Tim Steele, UCLan; and Ian Myson, director of higher education partnerships, Chartered Management Institute This interactive panel session is an opportunity to hear from experienced practitioners across the secondary, higher, and professional sectors of education involved in transnational delivery and the development of membership overseas. It will highlight key considerations in the development of an international strategy, the identification of appropriate markets, and challenges in maintaining quality and standards in transnational activities. Delegates will leave the session with a practical insight into the delivery of transnational education and activity across the different sectors. This can inform the development of your own international strategy, or the management of the many varied considerations around transnational projects.

20.3.7 What do (international) students bring with them? – Richard Budd, Liverpool Hope University This interactive workshop looks at what it means to study in different educational contexts. By taking a step back, and asking some perhaps unexpected – but straightforward – questions about education, we will draw out how and why educational cultures vary, and what the implications are for pupils, students, or graduates. This is particularly important when they travel between cultures, as they must learn to negotiate what can be very different educational (and social) situations. The intention is to think beyond how students and education providers might have to adapt for each other, and also consider what international students might bring that ‘our own’ students do not have. We will be thinking beyond the qualifications, to try and consider students more broadly.

Choose your workshop sessions Monday 20 November (day 1) afternoon – slot 4 – 15.10-16.05 20.4.1 Verifying qualifications: reducing risk. Douglas Nairne, CEO, DataFlow Group; Ian Bassett, UK NARIC Primary source verification (PSV) of qualifications and other documentation is crucial to detect fraudulent applications that can endanger an institution’s compliance with Home Office regulations. Douglas Nairne, CEO of the DataFlow Group, a global provider of background screening and immigration compliance services, will lay out the advantages of verifying qualifications at their source – even visiting an awarding institution in person, if necessary. Ian Bassett, head of membership services at UK NARIC, will explain the importance of accurate record-keeping as audit trail evidence to support admissions decisions and for compliance with Tier 4 licensing.

The session will be of particular interest to those recruiting from high-risk markets, where there is a greater incidence of fraudulent documents.

20.4.2 Understanding and (re)assessing IELTS scores. Steve Copeland and Ashleigh Bodell, IELTS This hour-long session aims to help those working with IELTS test scores:

• To understand the IELTS band score system and scoring criteria • To understand how to go about setting the right score, with particular focus on speaking ability • To understand how to set or review your minimum score requirements with the help of the IELTS Scores

Guide IELTS – the International English Language Testing System – is a test for people who intend to study, work or train where English is the primary language of communication. IELTS test results are used for admission to universities, colleges and professional bodies, as well as for immigration to English-speaking countries.

20.4.3 Further education: Europe, and opportunities post-Brexit. Marguerite Hogg, Association of Colleges Post-Brexit Britain. What challenges does it hold for the FE sector and is the sector ready to meet them head-on? In this session, Marguerite Hogg (Association of Colleges) will lead delegates in a discussion around the challenges and opportunities for Britain once withdrawal from the European Union is complete. What are the implications for EU students and staff currently in UK FE colleges? What will the impact be on recruitment of EU learners? Are there opportunities for colleges in responding to the predicted skills gaps? And what, if anything, can colleges do to replace the opportunities offered through the Erasmus+ Programme? College case studies will be included in this session to share their vision of a post-Brexit sector. 20.4.4 Unpacking ‘equivalence’ in TNE. Dr Karen Smith, University of Hertfordshire The UK’s Quality Assurance Agency (QAA) guidance for managing HE provision with others requires that ‘the standards of any of their [HE providers’] awards involving learning opportunities delivered by others are equivalent to the standards set for other awards that they confer at the same level’. (QAA 2012, p24). But what is ‘equivalence’ and how is that ‘equivalence’ played out in practice? Examining specifically transnational education, particularly ‘flying faculty’ arrangements, this workshop seeks to unpack what ‘equivalence’ means when working across different cultures, contexts and countries. The workshop considers the challenges of ‘equivalence’ at different stages of the student journey before looking in more depth at a case study example. The workshop will close by considering what we can do to ensure that ‘equivalence’ is not seen as merely the transference of UK policy and procedure, but a more dynamic concept that affects staff and students’ experiences.

20.4.5 Can you take the HEAT? What to expect from, and preparing for, a HEAT audit. Fragomen Worldwide UK immigration has become more complex in recent years and the Home Office has increased its efforts to ensure that sponsors adhere to the immigration regulations. Non-compliance has resulted in more severe penalties, with greater emphasis on sponsor accountability, more frequent audits, and negative publicity for non-compliant sponsors. This session will cover the key areas that are assessed during a Home Office HEAT team audit of your institution; the structure of an audit; trends in audits; and tips on how to ensure full compliance. Simulated student files will be considered, with discussion of decisions relating to CAS-issuance, the applicant's intention and ability to study, and academic progression.

20.4.6 Ambitious, but a little lost: European students in the UK. Tim Bender, international business development director, Euroexam International Higher education preferences are in a state of flux in many European countries. Yet, over the past decade across the region, the number of students studying abroad has been steadily increasing, and reached over 15,000 from Central Europe alone going to UK universities in 2016. Euroexam International is a leading provider of high-stakes language examinations and HE application support services in the region. Based on a 150,000-strong candidate profile, we will present a review of the secondary education these students typically experience, and the reach of their English studies. This session will highlight students’ academic strengths, and the key development needs that local state education systems have neglected. It will also illustrate applicants’ preferred fields of study, and outline their priorities when choosing between programmes and institutions.

20.4.7 What is HE readiness? Can we measure it? Abigail Jones, UK NARIC; Paul Bullen-Smith, CIE In early 2018, UK NARIC will launch the Profile of Higher Education Readiness (PHER) Index, a new way of measuring how well, and in what ways, different international upper secondary school qualifications prepare students for undergraduate study. This session will present two perspectives on higher education readiness. Firstly, as an awarding body, Cambridge Assessment will discuss how preparation for higher education can be built into upper secondary awards through its Global Perspectives. UK NARIC will present the PHER Index in its current form, allowing delegates to ask questions and to provide feedback on the usefulness of the PHER so that the final Index can be of optimum use in the admissions process.

Choose your workshop sessions Tuesday 21 November (day 2) morning – slot 1 – 10.40-11.35 21.1.1 Compliance: what is the future for Tier 4? Interactive discussion panel With new policies emerging from Government, and possibly a tougher post-Brexit immigration landscape on the horizon, we take a look at potential Tier 4 futures and what these may mean for the sector. Chaired by Simon Maller, head of student recruitment and admissions at Leeds Trinity University, this discussion panel will look at the mind-set of policy makers in Whitehall, as they work through new initiatives to meet the needs of their political masters. This varied and lively session includes short presentations, Q&A and discussion, and a healthy dose of audience participation.

21.1.2 North Africa: understanding and assessing the risks. Katerina Fytatzi, senior analyst, political risk, Oxford Analytica The countries of North Africa have immense potential. Nearly half their population is under the age of 24, but youth unemployment is among the highest in the world. One reason for this high unemployment is poorly functioning labour markets. Another reason is that the higher education these young people receive does not meet the demands of present day employers. There is an opportunity for Western institutions to step into the gap. However, the North African political landscape has changed significantly since the Arab Uprisings of 2011 – and while opportunities are there, so are the risks.

21.1.3 Higher education and scientific research in the Arab world. Dr Sultan Abu-Orabi, Secretary-General, AARU (the Association of Arab Universities) This session will look at the MENA region – its market, the challenges it presents, and the varied and differing education systems, the research landscapes, and regulatory and accreditation environments in the countries of the region. The potential for partnerships in the region is explored, and ways in which UK NARIC can assist and support the brokering and building of partnerships. The session will also cover the recently signed Memorandum of Cooperation, which marked a new phase of cooperation between UK NARIC and the Association of Arab Universities (AARU), to facilitate international education partnership opportunities across the MENA region. The AARU has 280 member universities across 22 countries.

21.1.4 Conversations – explaining comparability statements and understanding Indian vocational qualifications. Charlotte Fletcher and Richard Covington, UK NARIC Our ‘Conversations’ sessions are new for 2017. These are ‘café-style’ and more intimate than our larger-scale panels. Conversations sessions have a number of related round-table discussions in the room, each led by an expert speaker/moderator. Session delegates move from table to table during the session, so covering a range of topics in one workshop. The round-table discussions are interactive. There are two discussion tables in this session: one considers the meaning of UK NARIC’s qualification comparability statements; the other discusses the recognition of Indian vocational awards and their providers. The conversation on comparability statements will look particularly at the ‘British Bachelor degree’ comparability, which is sometimes not completely understood. The conversations are led by Charlotte Fletcher and Richard Covington – senior evaluators at UK NARIC.

21.1.5 Academic recognition and professional recognition, post-Brexit – Peter Wood, UK NARIC; David Clark, international affairs manager, Engineering Council The recognition of professional qualifications is a key issue within the Brexit negotiations. Ensuring that UK-trained professionals are adequately recognised is essential in order to protect the individual rights currently guaranteed under EU law, and maintain value of and demand for UK professional qualifications. This session examines the current status of the recognition of professional qualifications in the EU negotiations, and draws upon experience gained through UK NARIC’s work in mutual recognition agreements. Issues that have arisen through negotiation of these more academically-oriented agreements allows us to make some predictions about how MRPQ negotiations may develop. David Clark, international affairs manager of the Engineering Council, will discuss the common training principles in Europe and how interpretation of these criteria can vary overseas. The Engineering Council’s experience with international agreements will provide an insight for other professional bodies interested in the alignment and recognition of training standards.

21.1.6 Superhuman student engagement: dynamic tools for international recruitment. Matt Lanham, CEO, Gecko Labs Amidst changing times, international recruitment teams are looking for new ways to survive, sustain and grow. In this technology-focused session, founder and CEO of Gecko Labs Matt Lanham explores how new technology can give universities the tools and support needed to connect better and more effectively with international students.

21.1.7 TNE: is this the future of UK education? Interactive discussion panel featuring Aisling Conboy from DIT; Raegan Hiles, HE Global/UUKi; and UK NARIC The recent growth in transnational education (TNE) has far outstripped traditional international education. This lively, interactive panel discussion gives a chance to hear about and debate the latest developments in TNE, such as emerging markets, the resources available to support institutions, and potential barriers to developing partnerships. The panel includes Aisling Conboy from the Department for International Trade, Raegan Hiles of HE Global/UUKi, and speakers from UK NARIC.

Choose your workshop sessions Tuesday 21 November (day 2) morning – slot 2 – 11.40-12.15 21.2.1 Combating degree counterfeiting: protecting reputations and reducing risk – Reeta Behm, Botosoft Technologies Issuing digital examination certificates does more than simply reduce the paper trail; it has become a fundamental aspect of many HE institutions’ fraud prevention strategy. Degree counterfeiting presents a growing risk to an institution’s reputation and also has an impact on graduates, with knock-on implications for student recruitment. For HE admissions, accurate verification of qualifications is essential for Tier 4 compliance.

Digitisation is becoming a fundamental safeguarding tactic in the prevention and detection of certificate counterfeiting.

This session reviews how well thought out online brand protection policies, SMART solutions and best practice can be implemented – referring to case studies from global education bodies.

This session is a repeat of session 20.2.1.

21.2.2 All you need to know about IELTS (particularly for professional bodies and FE) in 30 minutes – Ben Wakeford, IELTS A short interactive session on some of the key aspects of IELTS: test format, content, band scores, locations, availability, booking, preparation, verification, results delivery, and UK Visa and Immigration requirements. IELTS – the International English Language Testing System – is a test for people who intend to study, work or train where English is the primary language of communication. IELTS test results are used for admission to universities, colleges and professional bodies, as well as for immigration to English-speaking countries. While the content of this workshop is relevant to all stakeholder groups, in this session we will make particular reference to the requirements of the professional registration and further education sectors.

21.2.3 Conversations – international access qualifications and borderless qualifications Our ‘Conversations’ sessions are new for 2017. These are ‘café-style’ and more intimate than our larger-scale panels. Conversations sessions have a number of related round-table discussions in the room, each led by an expert speaker/moderator. Session delegates move from table to table during the session, so covering a range of topics in one workshop. The round-table discussions are interactive. The discussions in this session consider the Recognition of Non-Country-Specific Awards (RENSA), and an overview of the International Baccalaureate. RENSA: The RENSA project is a pan-European project in which UK NARIC takes part. The project is developing and promoting good practice in the consistent recognition of non-country-specific qualifications. Discussions will focus on the factors that admissions staff should consider and looks at guidelines of good practice for the evaluation of these qualifications. International Baccalaureate: A brief overview of the ‘IB’ international education programmes, with particular reference to admissions to higher education.

21.2.4 Regulating professions and the professionalisation of semi-skilled roles – Zara Green, Centre for Professional Qualifications; Dr Eunice Lumsden, University of Northampton, DfE Level 2 qualifications expert group This session explores the increasing professionalisation of semi-skilled roles and the impact of this on certain sectors. The reasons for professionalising roles, and how this has influenced qualifications and awarding bodies, will be discussed. The discussion will be led by Zara Green of UK NARIC’s Centre for Professional Qualifications (CPQ), and Dr Eunice Lumsden, head of early years at the University of Northampton, and a member of the expert group for the DfE on the changes to Level 2 qualifications. The session also considers the process for regulating professions, and the consequences of regulation on qualification design. This session may be of interest to delegates from professional bodies, higher education and further education institutions, and institutions offering courses leading to professional accreditation.

21.2.5 Understanding recent changes within the Chinese education sector – Andy Castro, UK NARIC In 2014, the State Council of China announced major reforms to national assessment at the senior secondary level and to higher education admissions. These reforms are now well under way. This session provides an overview of the changes, focusing on the new format of the National College Entrance Examinations (Gaokao), the phasing out of the tiered admissions system, and the timetable for the rollout of the reforms. The presentation also discusses changes to academic degree certificates, which were introduced in 2016. The session includes opportunities for delegates to ask questions and to share experiences of the impact of the changes on their own institutions.

21.2.6 Understanding the international appetite for British education – Caroline Wright, director general, British Educational Suppliers Association (BESA) In recent years, worldwide demand for UK education has kept growing and is – thankfully – not ready to stop. UK higher education institutions, and latterly UK schools and colleges, have launched international campuses and sister schools all around the world to provide world-leading UK education to a widening audience. Following the trend, UK educational suppliers have increased their exports too, supported by the UK Government and its Education is GREAT campaign, enabling the sector to explore broader opportunities, beyond the UK and the European Union. In this session, Caroline Wright, director general of the British Educational Suppliers Association (BESA), explores the international appetite for high quality UK education and UK educational products and services; and the huge rewards that exporting can produce for educational suppliers and providers alike.

21.2.7 Thinking outside the box: opportunities for English language teaching in FE – Sarah Cooper, English UK There is a diverse mix of learners studying English as a second or foreign language in UK FE colleges, ranging from funded English and literacy for refugees to bespoke full-cost advanced language training. Country-wide there are probably 25 advanced learners for every 100 basic introduction students. But what about the students in-between? What opportunities are there, especially post-Brexit, for a wider range of courses for a possibly untapped market? Thinking outside the box, to meet the demands of ‘commercial ESOL’ as well as international learners, can enable colleges to build partnerships and sustainable revenue streams; but this demands strategic approaches. What outcomes do these learners really want? Do we have the examination framework to fit them? Sarah Cooper of English UK hopes to answer some of these questions from a perspective of representing the UK ELT industry, and 16 years’ experience in both teaching and managing English language teaching in FE.

Choose your workshop sessions Tuesday 21 November (day 2) afternoon – slot 3 – 13.15-14.10 21.3.1 Social media in China: reaching tech-savvy students – Adam Knight, Tong Digital Sharing his experience and in-depth market understanding from introducing prestigious UK brands to Chinese audiences, Adam Knight, co-founder of Tong Digital, explores the potential for UK educational institutions to connect with the massive Chinese market via social media such as WeChat and Weibo. Sophisticated digital natives, Chinese students have an appetite for international education and qualifications to help differentiate themselves from the 7.7 million Chinese graduates annually. Understanding how best to reach them, and build awareness of both brand and learning opportunities, is key to creating a proposition that appeals to Chinese students and persuades the families who will be funding their education. Equally, an understanding of how this audience uses social media and online sources to gather information, learn and feedback on experiences is essential for UK educational institutions active in TNE or recruitment in China.

21.3.2 Transnational Education (TNE) from an FE perspective – interactive discussion panel with Emma Meredith, international director, Association of Colleges; Michael Osbaldeston, City & Guilds; Niko Phillips, group director international, Activate Learning; and Zoe Marlow of Sannam S4 With increasing numbers of international students wanting to access international HE, and the rise in demand for vocational studies, the FE sector can tap into a growing market for TNE. A TNE course at the FE level can introduce students to the levels and practices of the UK system, as well as offering a valuable international qualification that opens doors for international HE studies. This lively panel discussion will look at the opportunities in TNE for FE institutions. With Emma Meredith, international director of the Association of Colleges (AOC); Michael Osbaldeston, special adviser and skills ambassador, City & Guilds Group; Zoe Marlow, head of client relations (education) at Sannam S4; and Niko Phillips, group director – international, Activate Learning.

21.3.3 Meeting HE language equivalence and comparability challenges – Voula Kanistra, senior test analyst; and Alex Thorp, lead academic, language, at Trinity College, London English language outcomes are often articulated with reference to the CEFR Framework, and universities and pathway providers are familiar with these terms. But how are they put into action in an English language proficiency exam, such as the Integrated Skills in English (ISE) test? The session will focus first on the Item Descriptor Matching (IDM) method used by Trinity in benchmarking performances and items from the ISE test. Then we will explore the challenges faced by test providers when meeting the demands of universities regarding equivalence, or more precisely, comparability, with other high-stakes tests. Delegates will take away a clear understanding of the CEFR as a foundation of comparative study, and insight into the research and analysis conducted by test providers, to guide and inform decision-making.

21.3.4 Latest developments in international alumni relations – Dr Gretchen Dobson, Academic Assembly For the last decade, international education thought leaders have been making the case for international alumni relations as an integral piece of an institution’s internationalisation strategy. UK NARIC and Academic Assembly Inc., have collaborated recently to collect data via a survey on the current state of the field this year, to produce the first findings on international alumni engagement in transnational education settings. This session sets the context for the survey’s purpose, reviews anticipated insights, confirms why this topic is important to the sector, and highlights what we can learn from the data. A Q&A rounds out the session.

21.3.5 The future of digital credentialing: interactive discussion panel In the same way that delivery of education is evolving in the digital age, so also is the way in which learners capture, communicate and present their skills. Paper diploma and qualification certificates are no longer practical for learners, and authentication of qualification documents is increasingly an issue; also, capturing non-formal and informal learning remains difficult. Thankfully, digital solutions, such as digital diploma registers, Open Badges, and Blockchain, are emerging to address these issues. Our expert panel: Ruth Drysdale, senior co-design manager in the Jisc Digital Futures directorate; Erik van den Broek, co-chair of the Europass innovation working group; and Dik van der Val, manager of international services at DUO; in a discussion chaired by Frazer Wallace, coordinator of the UK National Europass Centre, will consider and answer questions about some of the major platforms and technologies that have been developed.

21.3.6 Educational and wider developments in Africa: focus on Nigeria. Stuart Rennie, SJ Rennie Consulting Nigeria? It is sometimes seen as a challenging, difficult and even dangerous place to do business. Stuart Rennie has direct experience of the Nigerian situation and market. This session discusses:

• Why international recruitment and partnerships are crucial to the Nigerian economy • What is going on currently: economically, socially, and politically • What are the opportunities, threats and projections for the Nigerian economy? And what does this mean

for you? • Making a real success in the Nigerian student recruitment market • Forecasting and the numbers.

21.3.7 Changes to the International Baccalaureate – Peter Fidczuk, IB UK development and recognition manager and IBSCA university admissions manager This session gives valuable updates on the latest developments in the IB Diploma, focusing on the IB’s subject courses that are undergoing a planned cycle of review. Proposed changes to courses in Language Acquisition (first teaching September 2018), English A and Mathematics (first teaching September 2019) will be examined. Particular consideration will be given to how the new language courses support recognition of English Language proficiency and how the new mathematics courses prepare students for specific university subjects.

Choose your workshop sessions Tuesday 21 November (day 2) afternoon – slot 4 – 14.15-15.10 21.4.1 Professional qualification recognition issues: forum. Zara Green, the Centre for Professional Qualifications; Dr Eunice Lumsden, University of Northampton, DfE Level 2 qualifications expert group This session is a forum for discussing professional qualification recognition issues, within the context of the EU Directives concerning the mutual recognition of professional occupations, and the wider international context. The discussion will be focused on a number of key topics, and will be facilitated by Zara Green of UK NARIC’s Centre for Professional Qualifications (CPQ), who will be joined by Dr Eunice Lumsden, head of early years at the University of Northampton, and a member of the expert group for the DfE on the changes to Level 2 qualifications. Topics include: considerations for regulating new professions; the relatively new provisions of Directive 2013/55/EU; and potential barriers to recognition. The session will share experiences in overcoming challenges, with a view to forming solutions and best practice. This session may be of interest to delegates from professional bodies and institutions offering courses leading to professional accreditation.

21.4.2 Apples and oranges 2017: comparing grades and evaluating qualifications in real life – Chris Lyons, head of research and development, UK NARIC What is a good score? Does a 3.5 GPA have a universal meaning? How can you tell if a student has achieved a 2:1 standard? Is it possible to compare performances in non-A-level-comparable awards? Evaluating the achievements of an international student is not always a straightforward process. Questions about grades and grade evaluation are frequently posed: this session looks at practical approaches to the issue. The latest UK NARIC 2017 research will be explored and put in context, including the updates to the International Grade Comparisons database, and the latest outcomes on UK NARIC’s International Entry Qualifications study. This lively, interactive session will consider a variety of real-life case studies, and offers guidance and useful tips to help inform decision-making.

21.4.3 Understanding and (re)assessing IELTS scores. Steve Copeland and Ashleigh Bodell, IELTS This hour-long session aims to help those working with IELTS test scores:

• To understand the IELTS band score system and scoring criteria, with particular focus on the bands most typically used for professional registration

• To understand how to go about setting the right score, with particular focus on speaking ability • To understand how to set or review your minimum score requirements with the help of the IELTS Scores

Guide IELTS – the International English Language Testing System – is a test for people who intend to study, work or train where English is the primary language of communication. IELTS test results are used for admission to universities, colleges and professional bodies, as well as for immigration to English-speaking countries.

21.4.4 Using real-time data to inform your international strategy and recruitment markets – Aaron Porter, Hotcourses In this session, Aaron shares up-to-date data on prospective international student recruitment to UK higher education – particularly focusing on how the UK is faring against international competitors. It will explore in which diversification markets – countries outside of China and India – the UK is doing best, and consider the impact on recruitment of factors such as Trump and Brexit. Other dimensions which will be explored include subject preferences of international students by country, and variations and preferences by level of study.

21.4.5 Conversations: Private provider accreditation in Morocco; French HE; and changes in the USA Our ‘Conversations’ sessions are new for 2017. These are ‘café-style’ and more intimate than our larger-scale panels. Conversations sessions have a number of related round-table discussions in the room, each led by an expert speaker/moderator. Session delegates move from table to table during the session, so covering a range of topics in one workshop. The round-table discussions are interactive. This Conversations session covers three topics: private provider accreditation in Morocco; higher education in France; and changes to accreditation in the USA. The discussions will be led by three UK NARIC experts: Rose Chacko; Richard Covington; and Charlotte Fletcher; all of whom have in-depth knowledge and hands-on experience of dealing with qualifications and institutions from these regions.