The Changing Face of Admissions What Has Changed and What Hasn’t?

I recently came across a job specification for a senior admissions post and was amazed to read over thirty different requirements! It seemed to cover all angles except one critical one: no direct mention of the job requiring an interest in young people or education.

In addition to having a thorough understanding of a school’s programmes and its values, this post, and others like it, demand that today’s admissions heads should have extensive experience in data handling, enrolment projections and system-coherent applications. Throw in: outstanding communication skills, cultural awareness, speak two or more foreign languages, and an essential grasp of child protection.

Were admissions roles always this challenging and with such a heavy corporate responsibility? What has changed in twenty years?

Firstly, an explosion in the number of international schools. The Enrollment Management Association reported in 2017 that the number of global English-medium international schools had nearly quadrupled since 2000. The ISC predicts over 6.5 million students in over 13,000 international schools by 2024. The IBO alone reports a growth of over 34% in take up of its various programmes since 2018.

Secondly, the goal posts have shifted in terms of clientele. Twenty years ago, most applicants were expatriates, usually transferring from another English-speaking medium. Typically, they were the children of (largely Western) executives whose employers subsidised the high tuition fees implicit in running an international school overseas. Meanwhile, most children in the host country attended local schools following their national education system. Admissions personnel found their tasks were thus relatively straightforward.

Today, nearly all international schools, especially those in South and East Asia (to paint a very broad brushstroke) now report interest from a newer cohort of regional expatriates as well as local families who are looking beyond their traditional educational system. Many of them are moving to countries such as Singapore expressly for their international education offerings. Exam results and (overseas) university opportunities may be a greater priority for these families than a host of extra-curricular activities even though they admire the personal development goals so beloved of mission statements.

In Europe, where international school growth is less spectacular (4% increase in the last five years) and where the domestic education scene is well regarded, there is also greater interest from local families, as well as a plethora of hybrid or public schools which are now offering international qualifications such as the IBDP at a lower price point. This presents a particular challenge for schools who previously enjoyed a monopoly on international education. Marketing to these families now requires a thorough knowledge of all the educational offerings in that country and paying closer attention to the differing needs of these students.

To read the rest of the article, subscribe to the International Admission Bulletin for free.

Continue Reading

To read the 2023 issue of the International Admissions Bulletin, click here. If you are interested in contributing to our 2024 edition, please email bulletin@openapply.com

Back to Featured Articles from the International Admissions Bulletin