PRÉSENTATION

Francophone Markets:

How to promote your institution and increase the

number of foreign students interested in studying at

your organization

2

Director, French Programming, Canadamschrot@icef.com

Fluent in four languages, Monèle Schrot has gained extensive experience of all aspects of education through her career as a Teacher, School Principal and Director of International Education Program. Ms. Schrot holds a BA, B.Ed., and a master’s degree in School Administration from the University of Manitoba. Before joining ICEF, Ms. Schrot was Director of the International Education Department for ten years at the Louis Riel School Division in Winnipeg, Manitoba, she was responsible for the strategy and management of the International Education Program from kindergarten to grade 12 and the Higher Institute of Vocational Education.

Monèle Schrot

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Director, Canadasmines@icef.com

Lead Canadian Specialist:

Sarah Mines has over 12 years of experience in international education

leadership, specializing in developing and maintaining international

partnerships for Canadian institutions. With an extensive background in all

aspects of internationalization, Sarah has in-depth knowledge of global

education trends for the language, K-12 and post-secondary sectors. Sarah

has a keen understanding of international student recruitment and retention

and has presented at over 30 different conferences on topics ranging from

marketing to millennials to global student mobility projections. She is known

as a natural communicator and connector and currently sits on the Board of

Directors for Vancouver Mount Pleasant Riding Association, and is a

founding member of GLOW Ed, Canada’s first leadership organization for

Global Women in Education.

Sarah Mines

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What should I study?

I don't know a foreign language.

Can this be a problem?

There are so many schools,

which one should I choose?

Can I apply for a scholarship?

What are the challenges I'm going to face?

Who can help me explain all this to

my parents?

Where should I study? In which city, in which

country?

Students' perspective on learning abroad

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Increase Student Interest

68%

51%47%

45% 44% 43% 42% 41%38% 36% 34%

32% 32% 31% 30% 30% 29% 29% 28%

23% 22% 21%

16%12%

7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Increase of student interest to this market

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Main concerns/questions/complaints:

BEFORE departing

52% 51%48%

38%

21% 23%

13%

7%

0%

10%

20%

30%

40%

50%

60%

Difficulty withlanguage

Financialdifficulties

Difficulty withaccommodation

Personal safety Difficulty with theprogramme

Cultural difficulties Difficulty withteaching staff

Other

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Main concerns/questions/complaints:

BEFORE AND AFTER departing

52%51%

48%

38%

21%23%

13%35% 33%

50%

18%

40%

59%

31%

0%

10%

20%

30%

40%

50%

60%

70%

Difficulty withlanguage

Financial difficulties Difficulty withaccommodation

Personal safety Difficulty with theprogramme

Cultural difficulties Difficulty withteaching staff

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• Algeria

• Belgium

• Benin

• Burkina Faso

• Burundi

• Cameroon

• Canada

• Central African Republic

• Chad

• Comoros

• Democratic Republic of the Congo

• Republic of the Congo

• Djibouti

• Dominica

• Equatorial Guinea

• France

• French Guiana

• French Polynesia

• French Southern Territories

• Gabon

• Guadeloupe, F.W.I.

• Guinea

• Haiti

• Ivory Coast

• Lebanon

• Luxembourg

• Madagascar

• Mali

• Martinique

• Mauritania

• Mauritius

• Mayotte

• Monaco

• Morocco

• New Caledonia

• Niger

• Reunion

• Rwanda

• Saint Martin

• Saint Pierre and Miquelon

• Senegal

• Seychelles

• St. Lucia

• Togo

• Tunisia

• Vanuatu

• Wallis and Futuna

• Western Sahara

Where to find French speaking students?

icef.com | 10

2%

17%

81%

1%

3%

6%

12%

55%

22%

3%

14%

13%

44%

14%

13%

0% 20% 40% 60% 80% 100% 120% 140%

Luxembourg

Other

Belgium

Switzerland

Canada

France

Top Country Second Country Third Country

Top Countries for French language programmes

What are your top three countries to place students for the following language

programmes?

icef.com | 111

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• One of the most common and fastest

growing languages

• Official language in 29 country, second only

to English

• Spoken by around 270 million people

• France, Canada and other French countries

offer many options that blend language

learning with tourism

French is one of the most common languages in the

world

icef.com | 121

2

• French remains one of the world’s most

important languages

• France is a primary destination for

international students looking to learn French.

• Canada is not too far behind and is becoming

a new destination for French language

education.

• Surveyed students cited the quality of training,

the culture, the ability to improve their French

language skills, and the value of the

qualifications they can receive as major

reasons they find France so compelling.

France, the main destination to study French

icef.com | 131

3

• France is among the top 10 destinations for

international students, with 325,000 enrolled

as of 2016

• 92% of international students recommended

France as a study destination

• More than 9 in 10 were “satisfied”

• Over half were “very satisfied”

• A recent Campus France survey found that

international students are more interested in

studying in France and Canada than the US,

the UK, and Germany

France, the main destination to study French

icef.com | 141

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• The French education system is among the best in the world.

• France currently spends more on education than any other portfolio in its annual budget.

• International students will find excellent opportunities to study: excellent and affordable public schools and universities funded by the national government, as well as private schools and higher education institutions.

• There are many schools devoted to helping international students learn French.

• The quality FLE certification is a “guarantee of quality linguistic training.”

Language and culture

icef.com | 151

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Language and culture

• The most enjoyable experiences of learning

another language involve some immersion in

a new country’s culture

• France has one of the most famous cultures

• French language schools reflect this value

like offering visits to France's most beautiful

tourist attractions.

• Total French Immersion is the key to learn

the language and culture of the country..

French-Speaking Respondents by Region of Origin

• This French-speaking student sample was fairly diverse in region of origin, with 68% from Western Europe, 14% from Sub-Saharan Africa, 9% from the Middle-East and Northern Africa, 6% from the Americas and 3% from other regions.

Source:

icef.com | 1717

New Emerging Francophone Markets Vietnam Brazil

Turkey Mexico Colombia

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A trustworthy agent increases the capacity of

the International Office of your institution

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Agent use is widespread and on the rise

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“We recognise that parents would prefer somebody local to go to … to ask follow-up questions … and to go to if there’s some

kind of issue that arises. [We know they’re] trusted partners that … are going to help solve any issues that arise. That is the very

best situation for us. They really do become true partners.”

• Almost all survey respondents (96%) reported using agents based both in Canada and abroad.

• Among respondents in the education sector, four in ten said their institution has increased their use of agents in the last five

years, and another four in ten said it has remained the same.

• The top countries agents are helping Canadian education institutions to recruit students from are (in descending order):

China; South Korea; Japan; Mexico; Saudi Arabia; Hong Kong; India; France; Brazil; Pakistan; Nigeria; UK; and Russia.

Agent use is widespread and on the rise

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Agent use by institution type. Source: CMEC

Agent use is widespread and on the rise

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Confidence in Agents

Source :

CMEC

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As for why institutions use agents, the study found

these to be the top three reasons:

• “Efficient, cost-effective way for institutions to recruit in circumstances where and when they lack the time,

resources, or acumen to do it themselves.”

• “Not using agents would put them at a significant competitive disadvantage” compared to other markets and

institutions.

• “Student preference.” One respondent said, “There’s a comfort level in working with somebody who is local,

has good knowledge, and can guide you through the process in your own language… in ways that are

culturally appropriate,” and another said, “Students prefer to put their trust in someone who speaks their

own language and understands them and their needs.”

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• An agent is an accountable local person

• Students and parents can contact easily

in their own country and language

• Agents give valuable counselling and

suggest best institution/student match

• Agents offer useful value-added services

and can provide support to students once

they are overseas

• Many markets are heavily driven by agent

referrals (60%-80%)

Why do institutions work with education agents?

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• Contact with family

• In mother tongue

• Minors: additional concerns

• Cultural considerations including

gender and religion

• Mix of academics, culture and fun

• Registration process

Considerations when working in specific French

programs

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Theoretical Point of view

• Individual or company that helps

students choose an institution

and study program and guides

them through the registration

process

• Person or organization that

represents or promotes your

institution abroad in order to send

you students

What is a recruiting agent?

Practical Point of view

• Have ' offices ' all over the world

• Receive students who would not have

found us otherwise

• Use their expertise to apply for a

study permit

• Establish a presence in a region

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• Recruit international students at an

advantageous cost and with little risk

• They offer you quick and direct access to

specific markets

• In some countries, 60 to 80% of

international students use an agent

• Quantity and quality of students

• They save time for your admission

service

Why are agents important?

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• Provide logistical assistance during your travels – sometimes very necessary

depending on the country (linguistic, cultural and security level)

• Plan meetings with students and organize presentations in local schools during

your visit

• Represent you throughout the academic year

• Distribute your promotional material on an ongoing basis

• Translating advertising campaigns in local media

• Represent you at local events and fairs

• Process international student applications from their country

• Give you access to an office in their country when you visit the region

• Collect positive or negative feedback from students when they return

What can agents do for you?

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• Trustworthy local Contact

• Advising students... and their parents!

• Communicating with them in their mother tongue

• Suggest to students the institution best suited to their needs

• Provide valuable advice on visas, transportation and insurance

• Arrange a pre-departure orientation if necessary

• Provide follow-up during studies in Canada

• A link between parents and your school

• Facilitates the payment of tuition fees, foster families, etc.

What can agents do for students?

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• Decide on the acceptance or refusal of an application for admission (unless otherwise authorized)

• False representation of the institution in general, but also on the real costs of life and studies in your university

• Promise the possibility of immigrating at the end of the studies

• Challenge your admissions criteria or pressure to change them

• Question your commission rates even before you have established a relationship of trust

• represent you or use your logo or material without your permission

What should they not do...

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• Depending on your institution: size, location, specialization, reputation

• How to: Establish a strategy (ICEF, visits, communication strategy)

• Which region of the world do they cover?

• Company history-how long have they been working in the field?

• How many employees do they have and what does the structure of their organization look like?

• Can they provide you with references?

• Are they members of an association?

• Do they follow professional standards?

• What is their marketing and promotion strategy?

How to choose an agent?

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• Define the roles and responsibilities of the parties

involved

• Business Plan (marketing, budget)

• Clear performance objectives (quantity and quality)

• Compensation model

• Exclusive?

• Process to be followed in case of litigation

• Duration of the contract

Create a contract

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• Guarantee a short response time: confidence and competitiveness

• Support their initiatives: seminars, education fairs, advertisements online or in their

magazines, contests and other promotional prizes

• Agent's Manual

• Marketing Support - leaflets, videos, website

• Offer training and regularly send updates

• Stay in touch by phone, email, newsletters

• Monitor their progress and evaluate their work

• Organize familiarization visits to your campus-they will learn to know you better and you

will develop a good relationship

• Treat your partners as members of your team

• Make sure your processes are simple

• Maintain easy access to information

• Produce and revise a promotional material kit

How to support your agents? And Key elements in your partnerships

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Monetary

• Fixed or variable Commissions

• Bonuses according to the number of students and the quality

• Make sure you receive the payment before the student arrives

Or Not…

• Familiarization visit, Scholarships

• Contests (Useful gifts)

* * *The best solution is a combination of the two-base compensation on agent performance * * *

A few words about compensation

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• International recruitment is becoming increasingly competitive and working

with recruitment agents is now an integral part of international strategies

• Select agents and make sure they are qualified

• Choosing the right ones for your institution

• Make sure they are an integral part of your marketing strategy

• Integrate them into other initiatives (fairs, Internet, advertisements, follow-

up with alumni)

• Invest the time and resources needed

• Communicate regularly with them and support them as best as possible

• Revise your expectations and contracts on a regular basis

In conclusion

Team Canada

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Robin GarchaSarah Mines Monèle Schrot

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CONTACT

Thank you!

Monèle Schrot, ICEF

Director of French Programs

ICEF, GmbH

mschrot@icef.com | icef.com

Sarah Mines, ICEF

Director, Canada

ICEF, GmbH

smines@icef.com | icef.com