Demand For English Language Services in India and China

Demand for English Language
Services in India and China

April 2009
Outline
Objectives & methodology
Main findings India
Methodology
Overview of the market
10
The market among learners/potential learners
24
The market among English language teachers
45
The market among major employers
58
Summary & Implications
68
Main findings China
73
Methodology
74
Overview of the market
77
The market among learners/potential learners
92
The market among English language teachers
113
The market among major employers
125
Summary & Implications
132
2
Objectives & methodology
Research objectives
Research required to provide quantitative data on market trends and developments in the
demand for, and provision of, all kinds of English language services in India and China
And to up-date previous research conducted in the two markets in 2007 and 2008
Specific questions that need answering include:

Who wants to learn English, and how does this market segment?
What are the key drivers of demand?
What kinds of English language services are required?
How much is currently being spent on these services and how is this forecast to change over the next
5-10 years?
In what way do perceptions of, and demand for, UK English compare with other kinds of English (eg
American, indigenous variants)?
This will be used to inform strategic decision-making by UK EL providers in relation to:

Business opportunities in India and China
Recruitment of students for ELT in the UK
Meeting the objectives
Desk research
Qualitative research
with teachers
Quantitative research
with adults/parents
learners and potential
learners
Qualitative research with

major employers
Main findings - India
Methodology - India
Qualitative research:
In-depth interviews, conducted face-to-face
Each interview up to 30 minutes long
5 interviews with English language teachers, mix of schools/universities
5 interviews with leading employers, HR Director level or equivalent, mix
of national companies serving the domestic market only and those who
are going global, range of sectors
Employers - Gugaon and Mumbai, 18 April 2 May 2009
Teachers Delhi and Bangalore, 18 April 2 May 2009
NOTE: care must be taken in interpretation of these qualitative results
due to the small number of interviews
Methodology India - cont

Quantitative research:
Face-to-face interviews
200 interviews, 50 each with adult learners, potential adult learners,
parents of young learners and parents of potential young learners
Delhi and Bangalore, 17-24 April 2009
Comparisons also made with quantitative research conducted by

IMRB in 2008 ELT Audience Segments report:
Mix of self-completion with interviewer present, and face-to-face
interviews (approx 60% self-completion)
756 interviews with teachers/professors
50 interviews with establishments
Report dated March 2008
8
Desk research sources - India

English Language Teaching Audience Segments in India & Sri Lanka and their
Support Requirements, IMRB International, March 2008 (Previous research)
CLSA Asia-Pacific Markets Report 2008
(http://www.scribd.com/doc/5324806/CLSA-Indian-Education-Industry-Survey )
Angel Broking (www.angelbroking.com)
The Internet and Mobile Association of India (IAMAI) (www.iamai.in)
National Institute of Finance & Accounts (NIFA) (www.nifaindia.com)
IMRB International (www.imrbint.com)
The Associated Chambers of Commerce and Industry of India (ASSOCHAM) (
www.assocham.org)
The Constitution of India (www.commonlii.org)
NIIT (www.niit.com)
BusinessWeek (www.businessweek.com)
9
Overview of the market - India
10
Large and growing market

Indias private sector education and training market is estimated to
be worth US$40bn, with a potential 16% five year CAGR (CLSA
Asia: Pacific report, 2008)
Of this, the adult market for ELT (aged 20+) is estimated to be
worth around US$450m
CLSA - estimates 3.8m people paying average fee of US$120
11
Majority of English Learning population aged

below 18
Estimated 320m aged 5-17 (Census 2001 - projected to 2008)
249m students (the English learning population) enrolled at
primary, middle, secondary and higher educational levels
(Department of Education)
12
Around 2.1 2.2 million English language

teachers in India
Number (Million)
Total Teachers[1]
English Teachers[2]
Primary
0.88 Million
~ 2.26 Million
0.88 Million
Upper Primary
0.34 Million
~ 1.70 Million
0.68 Million
Secondary
0.11 Million
Higher Secondary
0.05 Million
~ 2.20 Million
0.32 Million
6.16 Million
1.88 Million (plus

English teachers in
language schools
etc)
0.5 Million
Type Of School
1.38 Million
Total
~ 17,500
College/University
[1]
[2]
Source: Department of Education, Government of India

IMRB International estimate based on primary survey
13
English forms a large proportion of vocational

training
Vocational training in India accounted for US$1,365m,
according to CLSA
And English training represents one-third of this figure
Data Source: CLSA Asia-Pacific Markets (2008)
14
English becoming increasingly important

Service sector = 55% of Indias GDP (Angel Broking)
Industries like Information Technology (IT), Information Technologyenabled Services (ITeS), Hospitality, Tourism, Retail and Aviation in
particular generate a large number of jobs which require competency and
fluency in English
Eg Business Process Outsourcing (BPO) /IT/ITES sector alone expected
to need approx 3.6m English speakers in 2010, implying 1.9m new jobs
2007 2010 (NIIT, 2008)
15
One of major drivers is growth in IT/ITES

industry
Top five IT
companies
spending US$
500 million a
year on
education and
training for
their
employees
Many
established
large training
campuses for
this
Data Source: NASSCOM
16
English language ability commands a premium

Our results indicate a significantly high English skill premium in
the labour market in terms of 2004 wages (Kapur & Chakraborty,
Washington Univ in St Louis, 2008)
MNCs pay better than non MNCs, sometimes by over 50% and
regard English skills as a pre-requisite (spokesperson for NIFA,
2008)
17
English bridging Indias communication gap

22 languages recognised by the Indian constitution.
Hindi is the official language, but spoken by only 50% of the
population (IMRB, 2008).
English is therefore key for internal communication:
Part of colonial legacy
Part of education system from school onwards (either as medium of
instruction or second language, depending on State)
High social status
Second most widely read and spoken language in India after Hindi
15% have speaking, writing and reading capabilities in English
compared to 40% for Hindi (National Readership Survey)
18
Online becoming more popular but limited by

internet availability
Indications that more popular for things like test preparation,
tutoring in school curriculum etc
But only 50 million people in India have internet access (IAMAI,
2008)*
Rapid adoption of mobile based access to the internet may
change this.
A special report in BusinessWeek in 2007 described how the
Indian Cellular Association forecasts 200 million people will sign
on to the internet with their mobile phones by 2010.
* www.internetworldstats.com shows internet penetration in India at 7.1% in

November 2008, and 81 million users
19
Some key players, other than British Council

British School of languages (BSL):
Founded 1975
Over 1.6 million students trained in spoken English
A network of 30 study centres across the country
Caters to a broad audience - from those who do not know English to
those who aim to hone their English speaking skills
Works in the corporate training sector Ashok Leyland, Ranbaxy,
American Express, U.N.O, Asian Paints are some of the clients
Course fees range from Rs 2500 to Rs 3000
20
Some key players - cont

Veta English language training institute (formerly known as
Vivekananda Institute):
Founded 1981
Over 2.2 million students trained in spoken English
A network of 200 study centres across the country
Some centres can accommodate more than 500 students
Veta offers a Self tutor pack for those learners who cannot access one
of its centres
Seven main programmes, including Veta English Holiday
21
Some key players - cont

Hero Mindmine Institute (HMIL):
Founded 2000
Provide training and development services to multinational companies,
Indian Blue Chip companies and the Government
Part of USD 4.2 bn Hero Group
Over 1.6 m students trained in spoken English
A network of 150 offices and learning centres across the country
A team of 200 professionals
Clients include IBM, American Express, Bharti Telecom and Convergys
22
Some of key players - cont

Inlingua
300 language centres in 40 countries
Language centres are free to shape their training programs to suit the
local market
Mix of private persons, employees of large and small companies,
institutions and government offices have used their services
Course fees range from Rs 6500 to Rs 10000
23
The market among learners/potential

learners - India
24
Personal development + improved career

prospects = key reasons for learning English
Which of these, if any, best describes your reasons for wanting to learn
English/for wanting your child to learn English?
All
Adult learners/
potential learners
Parents of current/
potential learners
Top mentions
Personal development
Improved career prospects
Many jobs now require employees
to speak English
General interest in learning English
To meet new people/make to
friends
To communicate with friends in
other countries
Base: All respondents, India (202), adult learner/potential learner (102), parent of current/potential learner (100)
25
Increased propensity to learn, esp among

young
Do you think you/your child are more likely or less likely to learn English (outside school) than you were 6
months ago?
Less likely
No real difference
compared to 6
months ago
Dont know 2%
More likely
Much more likely
Base: All respondents, India (202), parent of potential

learner (50), parent of current learner (50), adult
potential learner (52), adult learner (50)
Parent of current
learner
42%
Parent of potential
learner
36%
Adult potential learner
33%
Adult learner
12%
26
Economic downturn main current barrier

Which of these things, if any, have caused this change?
Global economic downturn
(7 out of 14)
Cannot find a suitable course
(3 out of 14)
Cannot find a teacher
(2 out of 14)
Dont know
(3 out of 14)
Base: All who think their likelihood of learning English will decrease, India (14)
27
ELT schools most used method by adults

Are you currently learning English / ever learnt English / in the next 2-3 years think you are likely to learn English in any of
these ways?
ELT school
Online training course
Personal teacher for
one-to-one tuition
Part of full time education course
Training course provided by
your company
Adult education class
Base: All respondents, India (202)
28
ELT school is preferred method for parents

Is your child currently studying English in any of these ways?
Would you like your child to study in any of these ways?
Preferred for child/ren
Child/ren currently use
ELT school
At school
Personal teacher
for one-to-one tuition
Other kind of organisation
None of these
Base: All parents, India (100)
29
Group tuition most used and most preferred

In which of these ways, if any, would you prefer (your child) to learn English / are
you/your child currently using to learn English (outside school) ?
Preferred
Used by current learners
Top mentions
Group or classroom tuition
One-to-one tuition
Teach Yourself guides
text book
Online courses
audio/visual
Base: Preferred - All respondents, India (202), Current All adult learners/parents of current learner, India (100)
30
High future demand for ELT, across all groups

How likely is it that you/your child will (continue to) study English at an English language learning institute in the
next 2-3 years?
Certain not to 1% Dont know

Very unlikely
Certain
To
Fairly
unlikely
Very
likely
Slightly lower demand

among parents of potential
learners (64% certain/very
likely) but more dont
know 28%)
Fairly
likely
Base: All respondents, India (202), parent of potential learner (50)
31
Very high level of interest in UK ELT institutes

And, in the next 2-3 years, how likely is it that you/your child will study English at a UK English language
learning institute, assuming one was based in your city?
Dont know 1%
Fairly unlikely
Certain to
Fairly likely
Very likely
Base: All likely to study at an ELT Institute in the next 2-3 years, India (145)
32
Better quality teaching, credibility and UK

English = key reasons
Why do you say you/your child would study at a UK English language institute?
Top mentions
Better quality teaching
Will have more credibility with
employers
(71% of parents of
current learners)
(56% of potential
adult learners)
Prefer to learn UK English

Have heard good things about
UK providers from others
Have had a good experience
in the past
Have a generally positive
Image of the UK
Base: All likely to study at a UK ELT in the next 2-3 years, India (135), potential adult learner (36), parent of current learner (31)
33
Price and usefulness of UK English = barriers

Why do you say you/your child would not study at a UK English language institute?
Too expensive
(4 out of 9)
Learning US English more helpful
(4 out of 9)
Learning a more general form of

international English more helpful
(4 out of 9)
UK has an image of being oldfashioned/not innovative enough
(3 out of 9)
Learning local English more helpful
(1 out of 9)
Base: All unlikely to study at a UK ELT in the next 2-3 years, India (9)
34
Online learning fairly high awareness

but low usage
Were you aware that it is possible to learn English online, that is using an
online course provider?
All
Adult learner
Yes
No
But just 1% currently

learn via online
course
Dont know
Base: All currently not learning English via an online course, India (199),adult learner (48)
35
Less than half would consider online learning

How likely are you to consider learning English online in the next 2-3 years/choosing an online English learning
course for your child?
Certain
To
Dont
know
Very
likely
Certain not to/
Very
unlikely/Fairly
unlikely
Certain not
to
Very
unlikely
Fairly
unlikely
Fairly
likely
Base: All not currently learning English via an online course, India (199), adult
learner (48(, adult potential learner (52), parent of current learner (49), parent
of potential learner (50)
Adult learner
33%
Adult potential
learner
37%
Parent of current
learner
Parent of
potential learner
22%
14%
36
Use of multimedia methods biggest draw

Why do you say you/your child would study online?
Top mentions
Can use multimedia
methods
More flexible/convenient
More cost-effective
Environmentally
better
Can chat online with
students and teachers
Base: All likely to study online, India (96)
37
Main barrier is lack of speaking practice

Why do you say you/your child would not study online?
Top mentions
Little/no opportunity to practice
speaking
Online English qualifications
little credibility
Dont have access/easy access
to the internet
Concerns about security
on internet
The speed of the internet
can be slow
Software might not be
compatible with my pc
Base: All unlikely to study online, India (53)
38
Few employees offered ELT at work

Does your company offer English language courses for employees?
Dont know 1%
I am
unemployed
Yes 2%
I am a
student
None are currently learning
English using a training
course provided by their
employer
Just 2% have ever done so
Base: All current/potential adult learners, India (102)
No
39
Majority of all groups feel the type of English

learnt is very important
How important or unimportant to you is the type of English learnt?
Not very important
Fairly important
Very important
40
International English most popular, except

among current adult learners
Which if any of these different types of English would you choose to learn/for your child to learn?
International English
Local form of English
UK English
US English
Adult learner
Adult
potential
learner
Parent of
current
learner
Parent of
potential
learner
International English
12%
60%
56%
54%
Local form of
English
54%
21%
26%
18%
41
Divided opinions over local vs overseas materials

When it comes to materials for English language learning, do you generally
prefer those produced locally or by overseas organisations or do you have no preference?
Dont know
No preference
Locally
Overseas
42
UK materials the same or better than others

Do you think that materials produced by UK organisations for English language learning are generally better or
worse than those from other overseas organisations or are they about the same?
Dont know
Better
Better
About the same
Adult learner
38%
Adult potential
learner
62%
Parent of
current learner
56%
Parent of
potential learner
40%
43
Ease of use & quality are strengths

Why do you say you materials from UK organisations are better?
Clearer/easier to use
Better quality/more reliable
Prefer UK English
UK materials have a better
reputation
image of the UK
Base: All who think materials from UK organisations are better, India (99)
44
The market among English language

teachers* - India
* These findings are based on just 5 qualitative interviews, so are indicative only
45
Teachers have little say in materials used

Public sector: decided by the university (eg
Delhi University) or school boards (eg
CBSE, ICSE etc)
Individual teachers have no say
Some do try to liven up lessons by adding

their own things but only limited in scope
More advanced techniques/audio visual aids
etc only really used in private sector*
To make it more
creative and
interesting I pick out
the boy or girl and
they will read out in
the class
We make teaching
aids and we give
them projects like
collecting more
information
* Confirmed by IMRB 2008 report on ELT Audience Segments which found private
sector use more advanced teaching methods than government schools
46
Old-fashioned approach to teaching

A number of key weaknesses identified:
Out of date materials & curriculum/need
reviewing more frequently to keep up with
changes in outside world
Teaching methods too traditional chalk &
board* making lessons monotonous and boring
Too much emphasis on exams and not enough
on real understanding and fluency
Even though they score good

percentage marks in English,
they are unable to write
correctly and they are unable to
express themselves in good
English
The curriculum
should change
every 3-4 years, if
not every year
Even in an English
class, when the
teacher speaks, the
inability to follow,
understand,
comprehend, this
constitutes about
70% of the students
* Confirmed by IMRB 2008 report on ELT Audience Segments, 81% use

chalk & board, the top method
47
Materials need up-dating and tailoring
The needs are different.

we have students who
have absolutely no
foundation of English yet
the whole book is not
geared up to teach them,
and we do have
intelligent studentsthe
text doesnt reach them
either, its somewhere in
between, and so the
standard just comes
down automatically
Need for regular review of curriculum and

course materials:
Committee of experts (teachers, government
officials, industry experts and external
experts) to up-date materials regularly
More tailoring of materials to students of

different abilities
More flexibility for teachers to add in
extras to main course work
I think there should be
collaboration with
professionals
48
More emphasis on real command of the language

Want more emphasis on the basics of the language at an
early age
Exams and assessment to be a better reflection of a students
true ability, rather than ability to learn by rote
More emphasis on practical application of the language
It is really tough to make them
understand that they really need
to learn the language in a very
different way and not just to get
marks
IMRB 2008 report on ELT Audience Segments showed fluency as a major area of
concern for students, followed by grammar, reading habits and writing skills
49
And more use of interactive methods
That would probably

help me teach better
and encourage them
to read more and
more which is lacking
in todays generation
More audio visual aids, PCs, internet,

CDs, plays, quizzes called for:
Makes lessons more interesting and
interactive
Richer learning experience
Increased involvement and motivation
50
Both hard copies and online materials required

Materials available on the internet
particularly useful for teachers:
More flexible and accessible
But hard copies also required for

students:
Not all have internet access
Some students dont take online
materials seriously
It would be better if
they are hard copies
because most of our
students would not log
on and use the soft
copies. For them
internet access is
purely for
entertainment and
fun
It should be both online, as it is easily

accessible, and hard copies, where we
know it can help as well
51
Mixed reaction to external assistance

In favour:
Involvement in development of materials will
improve quality of materials/keep them more upto-date
Could help in organising seminars/workshops for
a richer learning experience for students
In one place you

cannot find so many
experts and
expertise in different
skills. Their coming
together can help in
developing good
materials
Must involve internal bodies as well though
Against:
Only the institution itself knows the needs of its
students
Cost external help is expensive
It would be better if
every college does it
because every class
is different and every
batch is different
52
Fairly high awareness of many UK organisations

All heard of British Council, BBC, Longmans,
CUP, OUP, Pearson and Macmillan
Many had used books by Longmans, CUP,
OUP, Pearson and Macmillan
Almost all aware of IELTS
Only university/college teachers aware of exam
boards
Aware of websites, but could not name any
I would prefer to make use of

audio visuals, LCD and CDs,
especially British Council, they
prepare material in English as a
primary and secondary
British Council you

know flourishes in
many countries, they
have the experts.
Their main purpose
is to help the
teachers, in training
them. They provide
the material and
design
Not necessarily detailed knowledge of what is on

offer though
Assumed they provide English course and
materials reference materials, CDs, cassettes etc
language and that really helps

53
UK organisations associated with quality
Materials from organisations known to be

reputable are seen as:
Good quality
Dependable
Trustworthy
In line with latest needs of the language
Organisations which are reputable
prove fruitful. You do not have to
worry about quality. But if you go in
for material from another source you
have to be careful
54
But cost, access and accent can be a problem

I have a couple of CDs
and VCDs from different
companies but I find their
language is difficult for us
to learn. The accent is
an issue
Can be difficult to understand the

accent used
Online access can also be an issue,
especially as most services need to
be paid for
And most would like to have both
hard and online copies of materials
Whenever I have gone through a website I have found one

or two things come up and then the rest is you will have to
pay and then get it. So once you start going deeper and
deeper into the subject, I dont have an easy access at all
and trying to pay 8 is really quite a lot of money and I
certainly would not go for such things
55
Professional development opportunities limited

Two out of the five say they have no such opportunities*
Others mention seminars, workshops, intra and inter institution
meetings, presentations and refresher courses
However, even these not felt to be enough, or directed in the right
way
* Confirmed by IMRB 2008 report on ELT Audience Segments, 30% had

never attended a formal training programme
56
More and different opportunities required

Teachers want:
To train the teacher

in this
More seminars and training sessions on
(communicative
communicative language training ie how best to
language training) is
teach students the basic skills they need
most important
Better training in the area of student
because having just
motivation/student psychology
patience is not
More on latest training techniques ideally
developed with their particular institution in mind
Training which keeps them up-to-date with the
changing needs of a competitive world
Opportunities to meet counterparts in other
institutions (eg in discussion forums)
Guidance from experts
enough
Training in this (student
motivation) is very
important for any
teacher. Only a
motivated teacher can
motivate his/her
students
57
The market among leading employers* India
58
For most English is a key requirement for staff

Most see English as a mandatory
language requirement, particularly:
Those with most contact with overseas
clients (eg call centres, hospitality industry)
For front line staff dealing with overseas
clients
In those sectors where it is particularly

important, pay is often linked to English
skill levels
Thats how you give a pay
package. If the person has
average communications
skills then the pay packet is
low (Retail)
At the end of the day

you are working with
US clientele
(Business Process
Outsourcing)
We only hire people who

are trained, and have good
communications skills and
we only hire those people
who have a background in
international call centres
(Call Centre)
59
Skills required depend on sector/type of staff

Most expect basic English knowledge among new recruits
Verbal communications skills particularly important*
Where English is crucial (eg call centres) skills are assessed at
recruitment stage
Voice test, listening test, written test
Accent checking (a neutral accent is deemed best)
Knowledge of the culture of other countries is also a benefit for

those dealing with other countries
It does not include only speaking to
customers in English, it also includes
connecting with them emotionally,
sympathising (Call centre)
* Confirmed by IMRB 2008 report on ELT Audience Segments, 60%
importance attached to communication/soft skills and 40% to functional skills
60
Perfect English in new staff usually not expected

Acknowledgement that some training may be required to improve
skills, eg
To correct errors
Improve pronunciation
Improve understanding of other cultures
Improve confidence in ability
Link language skills to requirements of the job
When the trainer takes

the training and this
person has
grammatical issues,
some people do have
errors, the trainer helps
them (Retail)
Most of those interviewed provide in-house training for relevant

staff*; some for all staff
Particularly call centres structured training modules, debates, roleplaying, grammar, telephone ethics
* The quantitative research shows very few employees say their company
offers ELT training, no doubt because most work for smaller companies than
those interviewed in the qualitative research.
61
English will become increasingly important

Due to increasingly global, competitive
economy
Also think there will be a need to
communicate with more non native
speakers of English - requiring a more
neutral accent
Continuous improvement among
employees will become more necessary
and hence rigorous training, which may or
may not require external assistance,
depending on needs
More technology driven training also
anticipated
It is a global economy.
Spoken English is very
important not only from
our own perspective
but to compete in this
competitive world
(Retail)
And through a web
cam and projector we
are actually using
technology, we are
giving training by voice
and accents of the
clientele. So it saves
time and cost (Call
62
Only perceived challenge in ELT is time
We have to make them work a

nine hours shift and then to
make them sit after a nine hours
shift is a bit difficult
63
Linked to this, hard copies preferred to online

Easier for employees to use in their
own time (eg at home)
Not all employees have internet
access*
Hard copy is better because online
we have to provide computers
because at the end of the day it is
cost and there is no time. If you give
hard copies you can sit back at home
and use that because everybody
would not have a laptop or PC at
home
* www.internetworldstats.com shows internet penetration in India at 7.1% in
November 2008, though of course penetration will be higher in urban areas
64
Many use own internal ELT resources

Three out of the five have their
own internal training
departments*
Rarely use external providers
only when there is a specific
need**
Believe in house department has
a better understanding of their
needs
Our company is a huge

company, we have our own
resources, our own set up. In
the rarest of rarest cases do we
actually have the need to have
an external source (Call
Centre)
* IMRB
2008 report on ELT Audience Segments. Most tests developed internally by

organisations themselves
** IMRB
2008 report on ELT Audience Segments suggests use of external

consultants rather higher than in our five interviews 62% had used an external
trainer but it may be related to the very large size and type of companies (three
65
Some do use external providers though

Two of the five do
Single provider used books, notes, CDs, online links and tests
Chosen on the basis of*:
Cost (major role)
Level of service
Any external body

has to be customised
to our requirements
Course material (including multi-media)

Level of trust & commitment shown
Someone who is
outsourced is always
approachable and they
Ability to customise training to needs
try to give you the best
Expertise of trainer
High levels of satisfaction

* IMRB
2008 report on ELT Audience Segments main factors in choice

of trainer were course content, presentation skills, educational
background, certifications of trainer and previous experience
66
Low awareness of UK providers

Only aware of British Council* and British School of Languages
Thought to offer:
Various types of course
Reference material, CDs, online links
But not much known about the offering

Perception that they are professional, equipped with latest
services and training techniques, and well respected
But also felt to be expensive and not tailored to needs of
organisation
* MRB 2008 report on ELT Audience Segments suggested that the BC has a good
reputation for ELT among establishments; two-thirds were willing to use ELT
services from the BC
67
Summary & implications - India
68
Summary & implications - India

Large and growing market for English language services
While taught in all schools, interviews with teachers suggest it is
not necessarily taught well due to:
Poor quality/out of date teaching materials, old-fashioned teaching
methods, emphasis on passing tests rather than real understanding
This means there are real opportunities for UK organisations to

help teaching of English in schools through:
Working with universities and school boards to improve course materials
and teaching methods to increase student motivation and ability to
apply skills in the real world
Offering teacher training/professional development programmes latest
teaching techniques (including interactive techniques), communicative
language training, student motivation/psychology, discussion forums etc
69
Summary & implications India - cont

Potential barriers:
Low budgets available in public sector schools/among teachers
High awareness of UK bodies but low awareness of their offering so
need to build up this awareness
Poor quality of learning in schools also means there is a strong

and growing demand among learners, both adults and young
learners, for ELT institutes
The positive reputation of UK ELT and materials means UK
organisation are well placed to capitalise on this demand
UK organisations/materials associated with quality and high credibility
Potential barriers:
Cost offer lower cost options as well as higher cost/quality options?
International English is preferred to UK English offer more international
English teachers?
70

Demand for English skills at a corporate level is driven by service
sector in particular (eg growth of call centres)
English language ability therefore commands a premium in such
sectors, particularly in MNCs
In such companies, basic English skills are often mandatory,
though many provide further training
Opportunities for UK organisations therefore lie in:
Assistance with in-house training programmes tailored to the
organisations needs
Potential barriers:
Cost (key consideration)
Low profile of UK organisations need to raise profile
71

Most employees, many working for smaller companies, are not
offered in-company training in English though
Further emphasises importance of ELT institutes in the market
Within ELT sector, online learning growing, but still tiny proportion
of market
Internet access is a key barrier only 7% of population have
access as are limited opportunities to practice oral skills
Has wider implication for materials offered by UK organisations
need to offer hard copy as well as online learning materials as
most learners will not have internet access
Rapid adoption of mobile based access may change this though
so should be monitored carefully
72
Main findings - China
73
Methodology - China
Qualitative research:
In-depth interviews, conducted face-to-face
5 interviews with English language teachers, mix of schools/universities
5 interviews with leading employers, HR Director level or equivalent, mix
of national companies serving the domestic market only and those who
are going global, range of sectors
Beijing and Shanghai, 13 22 April 2009
NOTE: care must be taken in interpretation of these qualitative results
due to the small number of interviews
74
Methodology China - cont

Quantitative research:
Face-to-face interviews
200 interviews, 50 each with adult learners, potential adult learners,
parents of young learners and parents of potential young learners
Chengdu and Quingdao, 18-19 April 2009
Comparisons also made with quantitative research conducted for

the BC in 2007 by United Research China (URC) on English
Language Teaching Market
1,535 central location test interviews in six cities, 1-16 April 2007, adult
learners and parents of young learners with ELT schools
666 telephone interviews in six cities, 1 April 9 May 2007, adults
learners and parents of young learners
75
Desk research sources - China

Report on English Language Teaching Market in China by United
Research China, for the British Council, 2007
Social Survey Institute survey 2005
Online-education, September 2008 (www.online-edu.org)
Peoples Daily, May 2008 (www.people.com.cn)
China Education Investment Institute, December 2008 (
www.ceif.cn)
76
Overview of the market - China
77
A growing market
Experts in 2005 predicted an annual growth rate of around 15%
up to 2010
Based on Chinas accession to the WTO, the 2008 Olympic Games and
2010 Shanghai Expo
(note: this was before the global economic downturn)
Data Source: Survey Results Published by Social Survey Institute of China, 2005
78
ELT dominated by private institutes

Social Survey Institute of China, 2005:
Approx 50,000 ELT institutes in China
China Education Investment, 2008:

Over 90% are private institutes
Universities act as an effective supplementary provider
Solely foreign invested and joint venture institutes positioned at high
end
mainly concentrate on economically developed areas and cities
open to the outside world, like Beijing, Shanghai, Guangzhou and
Shenzen
79
Focus on large developed cities

Major markets for ELT in East China, North China and South China,
particularly in large developed cities like Beijing, Shanghai, Guangzhou
Demand increasing quickly, particularly in more developed coastal
areas
80
Market dominated by adult learners

The projection of English learner population between 7-45 years old
in six surveyed cities, 2007:
Beijing
Shanghai
Guangzhou
total learners aged 7-45 (Unit: 1,000)

3,814.2, of whom 224.6 = 7-15
2,047.8, of whom 86.4 = 7-15
1,502.1, of whom 124.3 = 7-15
Shenyang
822.3, of whom 134.7 = 7-15
Chengdu
1,110.3, of whom 93.2 = 7-15
Wuhan
Total
902.7, of whom 59.5 = 7-15

10,199.4, of whom 722.7 =7-15
Source: China Statistical Yearbooks, 2007
81
But growth among younger and older learners

Peoples Daily, 2008:
Approx 300 million ELT consumers
Mainly aged 20-40
Also growth at both ends of age spectrum children and older people:
ELT for children began early 1990s, but still in its early stage
By end of 2007 there were 350 million children of school age so
huge market potential
Many pre-school training institutes established eg EF Small Stars
programme
Foreign invested institutes expanding in this area
Growth in older learners particularly for some vocational English
courses and high-end programmes which appeal to students in
their 40s
82
Career advancement key driver of demand

Peoples Daily, 2008 key drivers of demand:
Improve English communications skills, particularly in work context, to
expand social circle and improve career prospects
Focus on practical use of English through listening and speaking
practice
Will become the main driving force of market demand in the future
Prepare for English tests for study abroad or enrolment in schools
Focus on test techniques rather than practical use of English (eg
TOFEL, GRE, ITLTS and CET 4/6 etc)
Get professional qualifications, eg oral interpretation certificates
Again, focus is on test techniques
83
Learning mainly done in spare time

ELT mainly done in learners spare time
Each course usually:
48-60 class hours over 2-4 months
Each class hour = 40-50 minutes
2-3 class hours = one session
2 nights per week, or half a day at weekends
84
Three main types programme in terms of cost

High
Small % of market
Developed cities
Mainly foreign
invested institutes
(eg Wall Street)
Entry level = at
least 6
programmes,
costing around
RMB20,000
Learners are high
income, mainly
white collar,
mid/senior
management
Low
Medium
Mainstream market
Developed large
and medium cities
One programme
costs RMB 1,000
4,000
Each class hour
costs RMB 20-50
Mainstream market
Mainly
supplementary to
school education
Learners are mainly
students
One programme
costs RMB 100
500
Data Source: China Education Investment, 2008
85
Mainly traditional methods but online growing

Small Class
Large Class
Using self-compiled
or state-recognised
text books
Domestic teachers
30-50 students per
class
Traditional teaching
methods
Widely used in test
preparation training
Mainly foreign
teachers/text books
Focus on listening
and speaking
10-20 students per
class
Computer-aided
Combines
computer-aided
programmes with
lectures delivered
by teachers
Online
Still at early stage,
but showing fast
growth
Low cost, cheap,
flexible timetable
Many online training
providers now use
Voice Interaction
Technology so can
provide a face-toface learning
environment similar
to a real classroom
Data Source: China Education Investment, 2008
86
Some of key players

New Oriental School:
Founded 1993
2006 New Oriental Education and Technology Group listed on NYSE
Services include English and other foreign language training, overseas
and domestic test preparation courses, primary and secondary school
education, educational content and software and online education
End of 2008 41 schools, 400 learning centres and 6 subsidiaries in 39
cities in China
Given 7 million training programmes
Test preparation courses are a particular strength estimated that
nearly 50% of Chinese students studying abroad took the NOS course
2008 opened 8 elite learning centres in Beijing use multi-media
software (DynEd) and aimed at professionals and elite entrepreneurs
87

Wall Street Institute:
Entered China in 2000
15 training centres in Beijing, Shanghai, Guangzhou and Shenzhen
Focuses on ELT to adults
Mid/high end positioning
Programmes include Introduction to English, English Online and
Premier English
Targets civil servants, managers, and university students
Has a Corporate English Training Department and over 300 corporate
clients in China
88

EF Education:
Entered China in 1996
2000 opened language schools in Guangzhou and Shanghai
Adopts Communicative method of English training encourages
students involvement through talking and listening
Major programmes include comprehensive English, teens/kids English,
business English, practical English for overseas living/studying and
IELTS
89

Crazy English:
Li Yang set up this institute in 1994
One of most influential in China
Features a speak out, oral-centred and sentence-centred learning
Focussed on American oral English
Operates closed-door, intensive training camps in key cities
Also publishes English pronunciation learning materials
Modern English:
Established 1999
2000 started a Modern English programme in cooperation with
Beijing TV station
Programme is broadcast over 60 provincial TV channels
90
Will more study overseas in economic downturn?

China Education Investment & Peoples Daily, 2008:
Depreciation of foreign currencies in global economic downturn reduces cost of study
abroad
Speculation that this will result in more studying overseas
Especially as companies slim down work force and it becomes more important to
strengthen personal skills
91
The market among learners/potential

learners - China
92
Personal development key for learning English

Which of these, if any, best describes your reasons for wanting to learn
English/for wanting your child to learn English?
All
Adult learners/
potential learners
Parents of current/
potential learners
Top mentions
Personal development
General interest in learning
English
Improved career prospects
Many jobs now require employees
to speak English
To communicate with friends in
other countries
2007 URC survey:

Personal development 57%
Interested in English 25%
Job requirement 36%
Similar pattern, though lower
figures for most
Reason - unprompted
question in 2007?
To get into college/

university
Base: All respondents, China (200), adult learner/potential learner (100), parent of learner/potential learner (100)
93
Increased propensity to learn, esp. among young

Do you think you/your child are more likely or less likely to learn English (outside school) than you were 6
months ago?
Less likely
Dont know 2%
No real difference
compared to 6
months ago
More likely
Much more likely

Parent of potential learner
36%
Parent of current learner
28%
Adult potential learner
22%
Adult learner
14%
Base: All respondents, China (200), parent of potential learner (50), parent of current learner (50), adult potential learner (50), adult
learner (50)
94
Time more of a barrier than economic reasons

Which of these things, if any, have caused this change?
Have not got the time
(6 out of 13)
It is not a priority
(3 out of 13)
Cannot find a suitable course
(2 out of 13)
Global economic downturn
(1 out of 13)
Dont know
(2 out of 13)
Base: All who think their likelihood of learning English will decrease, China (13)
95
ELT schools most used method by adults

Are you currently learning English / ever learnt English / in the next 2-3 years think you are likely to learn English in any of
these ways?
ELT school
Part of full time education course
2007 URC survey:
Adult education class

Training course provided by your
company
Personal teacher for
one-to-one tuition
Base: All respondents, China (200)
Currently learning at ELT

school 19%
Ever learnt in ELT school
30%, rather lower than now, a
reflection of growth?
Company training course &
personal tutor similar levels
to now
Company training course a
little higher than in 2007
96
ELT schools are preferred method for parents

Is your child currently studying English in any of these ways?
Would you like your child to study English in any of these ways?
Preferred for child/ren
Child/ren currently use
At school
ELT school
Other kind of organisation
Personal teacher
for one-to-one tuition
None of these
Base: All parents, China (113)
97
Group tuition preferred, but possible unmet

demand for one-to-one tuition
In which of these ways, if any, would you prefer (your child) to learn English / are
you/your child currently using to learn English (outside school)?
Preferred
Used by current learners
Top mentions
Group or classroom tuition

Teach Yourself
guides text
book
Online courses
audio/visual
One-to-one tuition
Base: Preferred - All respondents, China (200), Current All adult learners/parents of current learner, China (100)
98
Future demand higher among young learners

than adults
How likely is it that you/your child will (continue to) study English at an English language learning institute in the
next 2-3 years?
Certain not to
Very unlikely 1%
Dont know 1%
Fairly unlikely
Certain
To
Certain to
Fairly likely
Very likely
Adult learner
Potential adult
learner
20%
12%
Parent of current
learner
Parent of
potential learner
54%
50%
Base: All respondents, China (200) , adult learner (50), adult potential learner (50), parent of current learner (50), parent of potential
learner (50)
99
UK ELT would be considered, esp. by parents

And, in the next 2-3 years, how likely is it that you/your child will study English at a UK English language
learning institute, assuming one was based in your city?
Certain not to
Very unlikely
Dont
know
Certain to
Certain to
Very likely
Fairly
unlikely
Adult learner
Potential adult
learner
20%
12%
Parent of current
learner
Parent of potential
learner
54%
50%
2007 URC survey:
Fairly likely
Lower figures 45% said they or

their children likely to study in UK
ELT institute
Base: All likely to study at an ELT Institute in the next 2-3 years, China (182) , adult learner (46), adult
100
Better quality teaching = key reason in choice

Why do you say you/your child would study at a UK English language institute?
Top mentions
Better quality teaching
Prefer to learn UK
English
Have heard good things about
UK providers from others
Will have more credibility with
employers
Have had a good experience
in the past
2007 URC survey:

Quality & experience of teachers =
top criterion in judging overall
quality of ELT institutes (71%)
UK English is good = key reason for
interest in UK ELT (36%)

image of the UK
Base: All likely to study at a UK ELT in the next 2-3 years, China (143)
101
Price = key obstacle

Why do you say you/your child would not study at a UK English language institute?
Top mentions
Too expensive
Learning US English more
helpful
Learning a more general form of
international English more helpful
UK has an image of being oldfashioned/not innovative enough
Learning local
English more helpful
Dont know
Base: All unlikely to study at a UK ELT in the next 2-3 years, China (30)
102
Online learning high awareness but low

usage
Were you aware that it is possible to learn English online, that is using an
online course provider?
But just 2% currently

learn via online
course
2007 URC survey:

Lower figures 47% of
English learners had
heard of online methods
Suggests higher profile
now
Base: All currently not learning English via an online course, China (195), parent of potential learner (50)
103
Majority would consider online learning; few

certain to
How likely are you to consider learning English online in the next 2-3 years/choosing an online English learning
course for your child?
Certain to/ Very
Likely/Fairly likely
Dont know
Certain not to
Certain to
Very likely
Very unlikely
Adult learner
62%
Adult potential
learner
78%
Parent of current
learner
Parent of potential
learner
Fairly unlikely
65%
62%
2007 URC survey:

Also showed majority would
consider online
Fairly likely
Base: All not currently learning English via an online course, China (195), adult learner (47), adult potential
104
Convenience biggest draw, partic. for adults

Why do you say you/your child would study online?
Top mentions
More flexible/convenient
More cost-effective
2007 URC survey:

Convenience/flexibility also
key 81% flexible time, 66%
convenient location
Cost-effective more likely to
be mentioned this year 23%
in 2007 reflection of
economic downturn?
Can use multimedia

methods
Can chat online with
students and teachers
Environmentally
better
More flexible/
convenient
Adult
learner/potential
learner
90%
Parent of
current/potential
learner
73%
Base: All likely to study online, China (130), adult learner/potential learner (68), parent of current/potential learner
(62)
105
Though some have concerns about security

Why do you say you/your child would not study online?
Top mentions
Concerns about security
Little/no opportunity to practice
speaking
Online English qualifications
little credibility
Dont have access/easy access
to the internet
2007 URC survey:

Fewer concerns over
security 28%
Similar concerns over lack of
opportunity to practice
speaking = 30%
Base: All unlikely to study online, China (59)
106
Low access to ELT courses at work

Does your company offer English language training courses for employees?
Dont know
I am 1%
Yes (8 out of 100)
unemployed
I am a
student
Courses offered:
Business
(4 out of 8)
Basic
(3 out of 8)
Vocational
(2 out of 8)
Professional
(1 out of 8)
All 8 likely to participate mainly because

better geared to their needs
No
Base: All current/potential adult learners, China (100)
107
Type of English important, especially to

parents of potential learners
How important or unimportant to you is the type of English learnt?
Not important at all
Dont know 2%
2007 URC survey:
Very
important
Not very
important
55% thought original country of

origin of ELT important
Difference in question wording
may account for some of the
difference between this result
and the current results
Fairly important
Very important
Adult learner
Adult
potential
learner
Parent of
current
learner
Parent of
potential
learner
26%
26%
26%
44%
Base: All respondents, China (200), adult learner (50), adult potential learner (50), parent of current learner (50),
108
US English most popular

Which if any of these different types of English would you choose to learn/for your child to learn?
2007 URC survey:

Country of origin of ELT 52% preferred
UK, 36% US
Suggests preferences changing
Base: All respondents, China (200)
109
Overseas materials generally preferred

When it comes to materials for English language learning, do you generally
prefer those produced locally or by overseas organisations or do you have no preference?
Dont know
Locally
No preference
Prefer
overseas
materials
Overseas
Adult learner
Potential adult learner
52%
46%
Parent of current learner

Parent of potential
learner
32%
42%
Base: All respondents, China (200), adult learner (50), adult potential learner (50), parent of current
learner (50), parent potential learner (50)
110
UK materials the same or better than others

Do you think that materials produced by UK organisations for English
language learning are generally better or worse than those from other
overseas organisations or are they about the same?
Dont know
Better
Worse
Better
About the same
Adult learner/Adult
potential learner
25%
Parent of current learner/

Parent of potential
learner
37%
Base: All respondents, China (200), adult learner/adult potential learner (100), parent of current learner/parent of potential
learner (100)
111
Quality & ease of use are strengths

Why do you say that materials from UK organisations are better?
Better quality/more reliable

Clearer/easier to use
Prefer UK English
UK materials have a better
reputation
image of the UK
Base: All who think materials from UK organisations are better, China (62)
112
The market among English language

teachers* - China
113
Public sector tied to approved materials

Public sector schools and universities
Obliged to use the textbook compiled by the
I have no choice in the
District Education Committee
E-courseware is tied to the text book
Eg textbook for West District is New Starting
Point and the E-courseware is provided by
Golden Sun Company
Additional training exercises also used

Ideas coming from journals, newspaper, the
Internet etc
Usually identified via word of mouth among
teachers circles
Usage determined by English department of
school
textbook, which is
forced on us by the
District Educational
Committee. Current
textbooks are better
than before, however,
some key points still
need to be highlighted
and, as a result, I will
prepare some additional
materialsthe Ecourseware helps me
prepare some games
114
More choice of material in private sector

Private schools
Flexible to choose any material which suits their students
needs
Tend to use textbooks produced overseas:
More native in terms of thinking and expression of language
Better for those preparing to study abroad
Sourced from Foreign Language Bookstore, Hong Kong or original
countrys publisher
The materials from English

speaking countries are more true
to life than what we make
115
Public sector textbooks not good enough

Key challenge = quality of textbooks:
Accuracy - compiled and edited by local
Chinese, resulting in Chi-English
Fundamentally, the
textbook we use is
produced by
Chinesethere are
always cultural
differences and we
dont have an English
environment in which
students can learn like
native speakers
Not geared towards practical application

of English not relevant to students or
arouse their interests, cannot be applied
in everyday life
One frequent problem is

that students understand
the meaning of some words
but find it hard to use in
their life or other contexts
besides in the textbook
116
Call for more native materials

Native - ie developed in UK or USA or at
least compiled by people from Englishspeaking countries
Students need to understand more about the
culture of the country the language comes from
UK and USA preferred the latter tends to be
preferred by students these days*:
UK standard, normal, precise, gentler than
US English
Personally, I dont
have any preference
on England or
American English.
England is more
elegant and
American tends to
have higher
practicality
US accent easier to identify, more open and

simple in expression
* Confirmed by quantitative research, US English preferred by 54% of
learners/potential learners vs 29% for UK English
117
Frustration over exam driven nature of learning
English learning driven by exams, not practical use:

So teaching geared to passing exams, rather than real command of the
language
118
Need for interesting, practical, up-to-date material

Interesting to students relevant, able to
stimulate interest
Practically-oriented can easily be applied
in students real life
More video/audio materials
Particularly if can be downloaded from Internet
more up-to-date and flexible in terms of
choice of topics
How to stimulate
students interest is a
big issue. If the
resources can resonate
with students, they will
be compelled to learn it
on their own
Example quoted: Family Album USA

internet-based, shows aspects of everyday life
in USA, so helps with practical use of English
as well as better understanding of US culture
http://www.56.com/u51/v_MzEzMzU2OTY.html
119
Challenging to adapt approach to pupils needs

Need to adapt approach to different
age groups:
Things that work well with younger age
groups (eg games) will not work well
with older pupils
Different levels of ability in same

class:
Access to extracurricular English
lessons, English films/TV, foreign travel
varies by student
Even with primary school

students, Grades 1-3 are very
different from Grades 4-6.
Grades 1-3 are very happy to
be involved in any interactive
communications/games;
however, this wont work with
the elders. Grade 4-6 are
relatively more practical than
the younger students and they
think my games are a waste
of time
There is a student in my class (Grade 1 in Junior High

School) who has passed Grade 10 of GESE which is
equalled to the level of Senior-High school, so he feels
that my teaching speed is too slow. But I have to
balance to the level of the whole class
120
Need to constantly improve their own skills

Teachers need to constantly improve their own English:
Maintain their own skills with daily practice
Keep up-to-date with changes in current English usage
Keep ahead of their own students, particularly in higher level classes
Nowadays, students get knowledge from many different

channels and they can compare with the school
curriculum, so teachers feel easily challenged if we are
not familiar with the latest language trends and update
ourselves
121
Development opportunities felt to be limited

Current opportunities felt to be very limited, though an number of
examples mentioned:
Internal seminars for teachers to share experiences
Discussion Forum organised by District Educational Committee to go
through text book and hot topics likely to be covered in exams
Subscriptions to English journalists eg English newspapers, China Daily
Exchange programmes with foreign universities
Some schools encourage teachers to study abroad schools typically
pay 50% of costs
Some private schools will use external organisations to train teachers
122
Better development opportunities required

Teachers want:
Opportunities to practice English with native speakers
Guidance on how to improve their relationship with students
Besides improving my own English ability, I also

want to learn some skills to better understand
students psychology. It will help me speak in my
students language and communicate more like
friends
123
Limited awareness of UK-based organisations

I never heard of any UK-based organisation providing teaching
resources, maybe there are many, but I am not aware of them
British Council high awareness of organisation, but no

awareness of what it can offer teachers
BBC high awareness; some university teachers use audio clips
from its web site for class materials
Publishers only aware of Longman. Dictionary well known
IELTS high awareness. Seen as passport to study abroad
UK universities Aware of Cambridge, Oxford, LSE, Warwick.
Would search Times ranking of UK universities for others
Examining and assessment bodies, UK language schools,
websites no awareness
124
The market among leading employers* China
125
English is a must-have for new recruits

English seen as a must-have
qualification, regardless of sector
CET 4 and 6 are basic requirements. For
some CET 6 is the minimum requirement
for a new employee
IELTS, GRE, GMAT and other English
certificates not required, but a high score
will help potential employees stand out from
the crowd
Potential employees also need to pass
English written and oral tests, designed and
administered internally
My company attaches
a high importance to
English. We use a very
strict process to screen
their English ability. It
is an important criterion
which will show their
ability
For jobs which require more regular contact

with foreigners, only graduates with an
English major will be considered
126
But on-going ELT often not offered to staff

English is not the only
way to demonstrate
ones ability; if it was,
we would recruit all
employees with an
English majorthey all
pass examinations so
we believe that they do
not have any problem
to use English in their
job. We review their
performance, but not
their English
Many do not provide on-going English

training or assessment for their staff*
Because recruitment process screens for
suitable skill level
Working language internally is Chinese
Training can conflict with workload
commitments
Overall performance seen as more
important
In general, a day release course
will last for 1-3 months, and it
means the staff cannot work during
that period.
* Confirmed by quantitative research, just one in ten learners/potential

learners in employment said their company offered such training
127
Some do offer ELT to staff though

Some larger organisations do offer some form of English training
and/or encourage staff to develop their skills
These tend to be organisations where command of English particularly
important
Our company is a special case.

We need to do lots of research and
read English materials so our
qualifications for English are higher
than others. Because of this, we
provide each employee with many
options they can choose by
themselves
128
Varied approach to ELT, where offered
The approach taken varies:

Some offer regular internal training on written and oral English
For those staff for whom oral English is important, English Corners
(informal gatherings to practice English) may be encouraged
An English training fund may be provided for those whose English is
below the standard required - assumes employee will choose vendor
Exchange programmes/overseas training offered to employees with high
potential
Some offer combined management and English training outsourced to
external provider, eg TIP in Beijing
129
Limited awareness of UK-based organisations

Only two mentioned as possible
UK providers:
EF:
Felt to be well known in the
English training market for
general public
British Council:
Seen as proving opportunities
for company employees to
study for an MBA in the UK
Such MBAs felt to be useful
way of improving English
performance
I know very little about the UKbased English training

organisationswas it EF that is
from the UK? I guess so; it is a
large enterprise providing
training services. Also, one of
my colleagues attended a
programme held by the British
Council. It seems that the
British Council cooperates with
UK universities to offer
opportunities to leading national
organisations only
130
Future demand for more business English training

Economic crisis means training budgets dramatically cut in 2009
ELT not a priority
Longer term, companies want ELT to be combined with business

or management-related skills
Work-related English training is more practical
English learnt at school/university is not geared to business English
English training combined with management or other business-related
topics is deemed more efficient
Employees can improve professional skills and English skills at the
same time
TIP is not simply English training; it covers a lot of
information besides spoken English, like
management and EQ topics. With the training, our
employees also develop their minds
131
Summary & Implications - China
132
Summary & Implications China

Strong and growing market, particularly in main cities and more
developed coastal areas, so good potential for UK providers
Especially as English increasingly seen as a must have in the larger,
outwardly facing companies
Currently, market dominated by adult learners, but strong growth in

the young learners market, which offers huge market potential
Especially since teaching in the public sector still lags behind that available
in private sector (in terms of practical application of skills and quality of
learning materials)
Market seemingly unaffected by economic downturn; indeed some

speculation that it may increase the importance of learning English
as competition for jobs becomes more intense
133
Summary & Implications China - cont

ELT institutions remain main way of learning English outside school
Huge number of such institutions of varying size, cost and quality
UK providers of ELT and learning materials have a good reputation

Associated with quality and high levels of credibility with potential employers
But, UK ELT also associated with high price (the flip side of quality?) look
for lower cost options to offer in addition higher cost/quality options?
Also interviews with teachers suggest UK organisations have a low profile in
China, meaning there is a need to build this profile
Furthermore, US English preferred to UK English, which represents a
potential obstacle offer more US English teachers?
134

Online learning still at an early stage, but growing force in the
market, and therefore could represent an important opportunity
for UK organisations
Particularly if Voice Interaction Technology can overcome some of
downsides related to practicing oral skills and interacting with others
In-company training still quite low, except in larger companies

In the short-term, limited opportunities for external organisations
to help with in-company training due to budget cuts
But in the medium/longer term, opportunities lie in a focus on:
Business English, combined English & business training, exchange/visit
programmes to organisations in the UK and continuing to promote MBA
courses with UK universities
135

Teaching materials and teacher training in the public sector
schools/universities sector leaves a lot to be desired
Some key opportunities for UK organisations in terms of:
Better textbooks more accurate English, with better feel for UK/US culture
More downloadable exercises from the internet geared to different language
skills:
listening, writing, reading, speaking
and to different age groups/abilities
Teacher training on student psychology
Provision of more opportunities for teachers to practice their English skills
with native speakers and learn more about the culture
136

But:
Other than in private schools, District Education Committee is often
dominant decision maker on what is used (text books and E-courseware)
Teachers have limited information on external providers and do not have
time to proactively search for this information
Therefore UK providers need to:

Liaise closely with District Education Committees eg in terms of help
with compiling textbooks, E-courseware
Focus on downloadable resources for teachers
Raise profile of UK providers and what they can do regular E-newsletter
to schools?
137

Demand For English Language Services in India and China

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Demand For English Language Services in India and China

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Demand for English Language

Services in India and China

Objectives & methodology

Main findings India

Overview of the market

The market among learners/potential learners

The market among English language teachers

The market among major employers

Summary & Implications

Main findings China

Overview of the market

The market among learners/potential learners

The market among English language teachers

The market among major employers

Summary & Implications

Objectives & methodology

Specific questions that need answering include:

This will be used to inform strategic decision-making by UK EL providers in relation to:

Meeting the objectives

Qualitative research with

Main findings - India

Methodology India - cont

Comparisons also made with quantitative research conducted by

Desk research sources - India

Overview of the market - India

Large and growing market

Majority of English Learning population aged

Around 2.1 2.2 million English language

1.88 Million (plus

Source: Department of Education, Government of India

English forms a large proportion of vocational

Data Source: CLSA Asia-Pacific Markets (2008)

English becoming increasingly important

One of major drivers is growth in IT/ITES

English language ability commands a premium

English bridging Indias communication gap

Online becoming more popular but limited by

* www.internetworldstats.com shows internet penetration in India at 7.1% in

Some key players, other than British Council

Some key players - cont

Some key players - cont

Some of key players - cont

The market among learners/potential

Personal development + improved career

Increased propensity to learn, esp among

Base: All respondents, India (202), parent of potential

Adult potential learner

Economic downturn main current barrier

Global economic downturn

Cannot find a suitable course

Cannot find a teacher

ELT schools most used method by adults

ELT school is preferred method for parents

Child/ren currently use

Group tuition most used and most preferred

Used by current learners

Group or classroom tuition

High future demand for ELT, across all groups

Certain not to 1% Dont know

Slightly lower demand

Base: All respondents, India (202), parent of potential learner (50)

Very high level of interest in UK ELT institutes

Better quality teaching, credibility and UK